A STUDY ON THE IMPACT OF VIOLENT VIDEO GAMES ON SOCIAL INTERACTION AND PEER RELATIONSHIPS AMONG NIGERIAN ADOLESCENTS

CHAPTER ONE INTRODUCTION 1.1 Background of the Study The relationship between violent video games and adolescents' social development and peer interactions has become a widely studied topic in psychology (Boxer et al., 2015). According to the General Aggression Model (GAM), Anderson and colleagues suggested that violent video games are a precursor to negative social behaviours, implying that individuals who engage more frequently with such games are more likely to exhibit aggressive tendencies (Ferguson, 2015). Longitudinal studies (Anderson et al., 2018), meta-analyses (Anderson et al., 2020), event-related potential research (Liu et al., 2015), and studies involving juvenile delinquents all indicate that exposure to violent video games is a strong predictor of adolescent peer interactions. The growing global popularity and easy accessibility of violent video games among teenagers have raised major concerns about their potential influence on youth behaviour and social development. Violent video games have been found to significantly shape adolescents' interpersonal skills, attitudes, and social behaviours. Though video games can offer entertainment and certain cognitive advantages such as improved hand-eye coordination and problem-solving capabilities, research also indicates that prolonged exposure to violent content may encourage aggression, reduce empathy, and distort social norms (Ferguson, 2015). What differentiates violent video games from other media is their interactive nature. Players engage directly in virtual environments where they often assume violent roles and carry out or plan violent actions. Research shows this form of engagement may influence user behaviour more intensely than passive media like television or films (Huesmann, 2018). Bandura's (1977) Social Learning Theory posits that individuals adopt behaviours by observing, imitating, and modelling. Given that adolescents are still maturing cognitively and emotionally, they may be more inclined to replicate the behaviours portrayed in video games, especially those involving violence or antisocial conduct. Adolescence is a vital developmental phase characterized by identity formation, heightened influence from peers, and increased sensitivity to external influences such as media (Arnett, 2019). During this stage, adolescents shape their belief systems, self-identity, and social competencies. There are growing concerns that violent video games may interfere with these crucial developmental processes by encouraging aggressive and competitive behaviours (Gentile et al., 2019). Studies suggest that consistent engagement with violent video games can lead to reduced sensitivity to violence, increased hostility toward peers, and reinforcement of aggressive thoughts and actions (Anderson et al., 2018). Moreover, teenagers who frequently play these games often interact with online communities that might normalize aggression and competitiveness, potentially altering their socialization patterns by reducing empathy or increasing hostility in social contexts. For example, research by Gentile and Anderson (2017) found that adolescents who regularly played violent video games demonstrated reduced prosocial behaviours, which are essential for cultivating healthy peer relationships. In the Nigerian context, socialization processes that emphasize values such as empathy, respect, and cooperation are taught through family, school, and peer group interactions. These traditional values, central to community life in Nigeria, may clash with the behaviours promoted in violent video games (Igwe et al., 2020). When adolescents internalize these virtual behaviours, it could disrupt their real-life social integration and interpersonal relationships. Additionally, the role of parents and guardians in controlling exposure to violent content is critical. However, many Nigerian families may lack the tools or knowledge necessary to effectively supervise and regulate their children's gaming habits (Igwe & Ajah, 2020). In light of these issues, this study aims to explore how violent video games affect Nigerian adolescents’ socialization and relationships with peers. 1.2 Statement of the Problem There has been substantial debate regarding the effects of violent video games on adolescents, especially concerning their influence on socialization and peer relationships (Anderson & Bushman, 2018). As young people are especially susceptible to media influences, the widespread availability of violent video games in Nigeria has led to increased concerns about their potential behavioural consequences (Huesmann, 2018). Existing studies have linked violent video games to increased hostility, desensitization to violence, and attitudes that counter prosocial behaviour (Ferguson, 2015). The rising popularity of such games among Nigerian youth raises red flags about their possible role in altering social interactions, normalizing aggression, and obstructing the development of positive relationships (Subrahmanyam & Greenfield, 2018). In Nigeria, where strong peer connections and communal values are traditionally emphasized, changes in socialization patterns induced by violent video game exposure could have profound implications (Igwe et al., 2020). Despite this, there is limited research within the Nigerian context that addresses how local cultural norms, social practices, and adolescent-specific challenges might shape or moderate these effects. Therefore, this study is designed to investigate the influence of violent video games on socialization and peer relationships among Nigerian adolescents. 1.3 Objective of the Study The general objective of this study is to assess how violent video games influence the socialization and peer relationships of Nigerian adolescents. The specific objectives include: i. To assess the extent of exposure to violent video games among Nigerian adolescents. ii. To examine the effects of violent video games on Nigerian adolescents' capacity to form constructive peer relationships. iii. To explore how violent video games influence adolescents’ social skills in Nigeria. iv. To offer recommendations for managing exposure to violent video games to promote healthier socialization and peer interactions among Nigerian adolescents. 1.4 Research Questions The study seeks to answer the following questions: i. What is the level of exposure to violent video games among Nigerian adolescents? ii. In what ways do violent video games affect Nigerian adolescents' ability to establish positive peer relationships? iii. How do violent video games influence the development of social skills in Nigerian adolescents? iv. What are the suggested strategies for managing violent video game exposure to enhance socialization and peer relationships among Nigerian adolescents? 1.5 Significance of the Study The findings from this research will be valuable for policymakers by providing data to support regulations on age-appropriate gaming content. This could help in reducing the negative effects of violent media on adolescents and encourage the integration of media literacy programs in educational institutions to promote responsible digital consumption. The study will also benefit the academic community by enriching the existing body of literature, adding to library collections, and serving as a resource for future researchers. 1.6 Scope of the Study This research focuses on the influence of violent video games on the socialization and peer relationships of Nigerian adolescents. Empirically, the study will evaluate the extent of violent video game exposure, its impact on the ability to form positive peer relationships, and its influence on adolescents’ social skills. It will also propose strategies to better manage exposure to violent content in gaming to support healthier adolescent development. Geographically, the study will be limited to secondary school students in Bomadi Local Government Area, Delta State, Nigeria. 1.7 Limitation of the Study As with most academic endeavours, the researcher encountered a few limitations. Time Constraints: Balancing research responsibilities with academic commitments such as lectures and assignments posed challenges. Financial Limitations: Expenses related to printing, typesetting, literature acquisition, and data collection created financial pressure. Material Availability: There was a scarcity of relevant literature on the topic, particularly within the Nigerian context, which limited the depth of literature review and contextual references. 1.8 Definition of Terms Violent Video Games: Digital games that portray violent behaviour such as physical combat, use of weapons, or other aggressive actions, potentially shaping players' attitudes toward violence. Socialization: The learning process through which individuals adopt norms, values, and behaviours necessary for societal integration. In this context, it includes how adolescents acquire these traits through both virtual and real-life interactions. Peer Relationships: Interpersonal connections and interactions among individuals of similar age, which are vital for emotional and social development. The study examines how violent video games may affect the quality of these relationships. Aggression: Behaviour that can cause harm to oneself or others, either physically or psychologically. This study investigates how violent video games may promote such behaviour. Empathy: The capacity to understand and relate to the emotions of others. The research explores how playing violent video games might influence adolescents’ development of empathy. Digital Media Exposure: The extent of interaction with content delivered through digital platforms such as video games and online media. This study specifically examines exposure to violent gaming content. Adolescents: Individuals aged between 10 and 19 years, a developmental phase characterized by significant psychological and social changes. The study focuses on this age group due to their vulnerability to external influences.