To state the OP: Are video games halal or haram?
The answer is they are halal. All things in Islam are generally halal unless already known to be haram or disliked (makrooh) or unless otherwise ruled haram through new rulings.
Following is purely in the interest of the topic in relation to pros/cons of video games.....
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Video Games Play May Provide Learning, Health, Social Benefits, Review Finds
[/h]2013
Playing video games, including violent shooter games, may boost children’s learning, health and social skills, according to a review of research on the positive effects of video game play to be published by the American Psychological Association.
The study comes out as debate continues among psychologists and other health professionals regarding the effects of violent media on youth.
“Important research has already been conducted for decades on the negative effects of gaming, including addiction, depression and aggression, and we are certainly not suggesting that this should be ignored,” said lead author Isabela Granic, PhD, of Radboud University Nijmegen in The Netherlands. “However,
to understand the impact of video games on children’s and adolescents’ development, a
more balanced perspective is needed.”
more @
https://www.apa.org/news/press/releases/2013/11/video-games.aspx
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The educational benefits of video games
2013
Video games have great positive potential in addition to their entertainment value and there has been considerable success when games are designed to address a specific problem or to teach a certain skill.
Research has consistently shown that playing computer games produces reductions in reaction times,improved hand-eye co-ordination and raises players’ self-esteem
> video game can be used as research and/or measurement tools. Furthermore, as research tools they have great diversity
> video game attract participation by individuals across many demographic boundaries (e.g., age, gender, ethnicity, educational status)
> video game can assist children in setting goals, ensuring goal rehearsal, providing feedback, reinforcement, and maintaining records of behavioural change
> video game can be useful because they allow the researcher to measure performance on a very wide variety of tasks, and can be easily changed, standardized and understood
> video game can be used when examining individual characteristics such as self-esteem, self-concept, goal-setting and individual differences
> video game are fun and stimulating for participants Consequently, it is easier to achieve and maintain a person’s undivided attention for long periods of time. Because of the fun and excitement, they may also provide an innovative way of learning
> video game can provide elements of interactivity that may stimulate learning
> video game also allow participants to experience novelty, curiosity and challenge. This may stimulate learning
> video game equip children with state-of-the art technology. This may help overcome technophobia (a condition well-known among many adults). Over time it may also help eliminate gender imbalance in IT use (as males tend to be more avid IT users)
> video game may help in the development of transferable IT skills
> video game can act as simulations. These allow participants to engage in extraordinary activities and to destroy or even die without real consequences
> video game may help adolescents regress to childhood play (because of the ability to suspend reality in video game playing)
Despite the disadvantages, it would appear that video game(in the right context) may be a facilitatory educational aid.
Video games and the development of skills among special need groups
Video games have been used in comprehensive programmes to help develop social skills in children and adolescents who are severely retarded or who have severe developmental problems like autism.
Language skills
These included video game play being able to facilitate (i) discussing and sharing, (ii) following directions (understanding prepositions etc.), (iii) giving directions, (iv) answering questions, and (v) having a discussion topic with visual aides to share with others.
Basic maths skills
These included video game playing promoting basic maths skills as children learn to interact with the score counters on video game.
Basic reading skills
These included video game’ character dialogue which are printed on the screen (‘Play’, ‘Quit’, ‘Go’, ‘Stop’, Load’ etc.).
Social skills
video game provided an interest that was popular with other children makes talking and playing together so much easier. At school there are always other children who share a passion for video game play.
Brain-wave biofeedback
New (as yet unpublished) research 23 suggests video games linked to brain-wave biofeedback may help children with attention deficit disorders. Biofeedback teaches patients to control normally involuntary body functions such as heart rate by providing real-time monitors of those responses. With the aid of a computer display, attention-deficit patients can learn to modulate brain waves associated with focusing. With enough training, changes become automatic and lead to improvements in grades, sociability, organizational skills
Rehabilitation
There are also several case reports describing the use of video games for rehabilitation. In one application, an electronic game was used to improve arm control in a 13 year old boy with Erb’s palsy. 27 The authors concluded that the game format capitalized on the child’s motivation to succeed in the game and focused attention away from potential discomfort
http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf
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Horizon: How video games can change your brain
2015
The video game industry is a global phenomenon. There are more than 1.2 billion gamers across the planet, with sales projected soon to pass $100bn (£65bn) per year.
The games frequently stand accused of causing violence and addiction. Yet three decades of research have failed to produce consensus among scientists.
But other research groups have concluded factors such as family background, mental health or simply being male are more significant in determining levels of aggression.
What is certain is that science has failed to find a causal link between video games and real-world acts of violence.
But away from the controversy, a growing body of work is beginning to show these games in a different light.
Some benefits:
Motor skill
Visual abilities
Brain growth
keeping sharp
AND skills transferable to real world
details at
http://www.bbc.com/news/technology-34255492
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No psychological harm to children who play lots of video games, study says
2016
“Time spent playing video games may have positive effects on young children.” That was the headline on a March 2016 press release from Columbia University’s Mailman School of Public Health, promoting a new study co-authored by three members of its faculty.
Its team of 13 researchers analyzed the video game-playing habits of more than 3,000 children, aged 6 to 11, across Europe back in 2010. They found that children who played at least five hours a week had fewer psychological problems than students who didn’t play video games as much, and were rated by their teachers as better students, both academically and in social adjustment.
“It’s no longer that kids who play a lot video games are the isolated, techy, brainy kids. What we’re seeing here is that kids who play a lot of video games are socially integrated, they’re prosocial, they have good school functioning and we don’t see any association with adverse mental health outcomes.”
“It’s the kids who don’t actively engage with their peers around gaming and other types of popular children’s leisure activities that are perhaps more at risk for developing problems,” Keyes added.
Keyes says there’s never been much scientific evidence among large studies of children to support that video game-playing is harmful.
It seems likely that at some point, video game-playing does become harmful. [Like I said, all things in 'moderation']
http://hechingerreport.org/video-games-beneficial/