Video Game Violence and Interactivity: Good News for the Classroom Patricia Boechler Department of Educational Psychology University of Alberta Canada patricia.boechler@ualberta.ca Martin Mrazik Department of Educational Psychology University of Alberta Canada mrazik@ualberta.ca Rebecca Watchorn Department of Psychology University of Alberta Canada rwatchorn@ualberta.ca Rebecca Georgiou Department of Educational Psychology University of Alberta Canada rgeorgiou@ualberta.ca Karon Dragon Department of Educational Psychology University of Alberta Canada karondragon@shaw.ca Abstract: This project investigated the relationships between game elements present during short-term game play and cognitive reasoning outcomes. After students completed pretest measures of cognitive reasoning, aggressiveness and computer experiences, they played video games for a 30 minute period in one of four game conditions each varying on combinations of high and low violence and interactivity. The results showed that, even after controlling for frequency of gaming experience, neither levels of violence nor levels of interactivity impacted subsequent cognitive reasoning scores. This is good news on two levels. For the purpose of introducing short –term game play into the classroom, the results suggest students would not experience interference from game play when reverting to subsequent cognitive tasks. From a social perspective, students did not, no matter their initial level of aggressiveness or the level of violence in the game they played; experience decreased cognitive reasoning immediately after game play. Objectives The objectives of this study were to: a) investigate if violence or interactivity in short-term game play interfered with subsequent cognitive performance, and if so, b) to determine if individual differences in aggressiveness or prior game play experience mediated these outcomes. - 2307 -