Regardless of where you sit, digital is here to stay, and hiding from it won’t change that. Rather, understand it, learn, and accept the benefits and risks as inseparable entities. By understanding digital, we may just understand our patient a little more too. Stepping beyond the patient, and looking at it from a clinical perspective, the world of digital and its application to healthcare has so much more to offer. For mental health services in particular, there is a wide range of digital opportunities to support teams to work differently. This can range from apps, chatbots, online assessments, monitoring and therapies, virtual reality, virtual administration, electronic prescribing and much more. Obviously, it is paramount we consider issues such as safeguarding, cybersecurity and privacy, but the genie is out of the bottle and digital is here to stay!

Nearly fifty years have passed since the federal government adopted its policy of tribal self-determination, and tribes remain subject to extensive federal regulations. For example, the United States still holds land in trust for tribes. The federal government holds title to trust land, so tribes and Indians cannot engage in activities on trust land without prior federal approval. Obtaining the requisite federal approval can take more than a year. Apart from the bureaucracy, trust land is inalienable, making it difficult to use for collateral. Indian trader laws are another uniquely Indian country regulation. The laws were originally enacted in 1790 on the theory Indians were too incompetent to trade with whites. To this day, the laws forbid “white persons” from trading with an Indian without first obtaining federal permission. The federal regulations extend to virtually all economic activity in Indian country, from natural resource development to Indian gaming.

• Clinical symptoms and brain changes seen in substance use disorders have also been observed in particular behaviours, leading to the concept of ‘behavioural addiction’.

• Gambling disorder and gaming disorder are now classified by the World Health Organisation alongside substance use disorders

• In the future other behaviours, such as harmful use of internet pornography, may join gaming and gambling disorders.

• Like substance use disorders, behavioural addictions can lead to harms for the individual including worsening mental health, social function and academic performance.

• Relatives, friends and others can also suffer consequences of behavioural addictions such as financial loss (with gambling disorder) and deteriorating relationships.

• The evidence on how best to treat behavioural addiction are still building, but approaches used for substance use disorders are typically recommended.

Chapter 8 summarizes findings and reviews the implications of previous chapters, including health and safety considerations related to screen time and online interaction. Specifically, it recapitulates guidelines on how to fit gaming and written online interaction into children’s lives in a balanced, principled way, to promote safe, collaborative learning with other children and adults. These guidelines also summarize previously discussed criteria for selecting and setting up appropriate videogame and social media interaction to maximize learning benefits and safety. These include the introduction of developmental guidelines and goals for video games, as there are for children’s books, to provide appropriate scaffolded support for children, including for the development of children’s first and additional languages. Suggestions for conducting further research using conversation analysis in this area are also discussed, to cover a range of similar digital contexts and age groups.

Based on insights from previous research, Chapter 4 introduces the language and complex interactional structure of video game interaction, including both online and offline elements. While the chapter identifies multiple combinations and configurations of gaming interaction which are available to children, most research studies are focused on co-located collaborative gaming, where children game side by side rather than at a distance. The chapter develops an analytical framework based on conversation analysis principles, which is applicable to most games, and which is the basis for analysis of Minecraft text chat in Chapter 5. This framework considers interactivity as a social rather than technical accomplishment, to assess videogames’ potential to promote children’s learning through interaction. This chapter includes an analysis of the language used when co-present gamers play face-to-face, which reveals that despite its interactional complexity, gaming language is often linguistically limited, as imperative forms, instructions, exclamations and interjections constitute most of the language used by gamers. This language may however be valuable to children for game-related problem solving and relationship building. It is also an opportunity for authentic language practice on specific language learning objectives where gamers are using a second language.

This chapter applies principles outlined in previous chapters, especially Chapter 4 Videogame Talk, to understand group written interaction between Ethan Gamer and his fans, as visible on a public YouTube Minecraft gaming session. Unlike games such as FIFA where game objectives and points scoring dominate, Minecraft involves building digital environments, similar to Lego. The game software facilitates both written and spoken talk for the collaborative achievement of game activities, though survival and progression through levels are objectives in most Minecraft contexts. Analysis indicates that affiliative social talk, including reciprocal greetings, positive evaluations and smiley emoticons deployed by game participants promote a supportive gaming environment while also modeling prosocial affiliative gaming behaviours. Teamwork and problem-solving behaviours which scaffold game participants in their game play are also enacted frequently and reciprocally in text chat. These include requests or offers of assistance and advice giving related to the game-in-progress, including coordination of defensive actions as a result of a threat, which may require collaborative team work to progress the game. Both Ethan Gamer’s voice interaction and the group chat interactions promote a supportive prosocial environment which can be shared with all participants, including YouTube viewers.

Chapter 9 explores regulatory compliance, enforcement and certification. It analyses the vital role of enforcement action and how rules aimed at influencing human and institutional behaviour are translated into social reality. It draws attention to the human interaction that takes place during encounters with regulatory enforcement officials and regulators. We discuss how ‘risk-based’ approaches to regulation can be understood and operationalised. It then touches upon the investigatory powers of public regulators, and the nature, purpose and variety of regulatory sanctions. Finally, it examines the role of ‘private’ bodies and other ‘regulatory intermediaries’ in certifying that a regulatee’s activities complies regulatory standards which purport to offer consumers, as primary beneficiaries, ‘assurance’ of the quality of the resulting outputs.

1 Introduction

2 Video Games, Violence, and Aggression

3 Video Games, Politics, and Speech

4 Video Games and Gender

5 Video Games and Harassment

6 Video Games and Addiction

7 Loot Boxes, Gambling, and Exploitation

8 Video Games and Social Networks

9 Video Games and Cognitive, Emotional, and Health Effects

10 Conclusion

11 Future Directions

Putting the concept of the evaluation game to work in real-world settings in which the author has conducted both qualitative research and scientometrics analysis, Chapter 5 demonstrates the utility and uniqueness of this analytic tool. This turns around its promotion of a geopolitical perspective that obliges researchers to take into account the contexts in which the cultures of publish or perish take shape. The chapter explores how the key actors (players), that is institutions, managers, publishers, and researchers, play various types of evaluation game. Moreover, the chapter addresses the challenge of attributing causality to research evaluation systems and distinguishing the gaming from playing the evaluation game. Recognizing an activity as gaming or playing the evaluation game is not easy. The same activity (e.g., publishing in a predatory journal) may be considered gaming when it serves the purpose of maximizing profits, or playing the evaluation game when it is fulfilling evaluation requirements and the stakes in this game are not related to financial bonuses but to maintaining status quo in redefined work conditions.

This chapter covers three situations of vocabulary learning, all of which can occur outside the classroom. The first situation has been called extramural English or extramural learning, and could be called learning through entertainment. It involves largely incidental learning through watching TV or movies, surfing the Internet, online social interaction, playing online games, listening to songs, or reading or listening for pleasure. It can also include social interactions with native speakers. Extramural learning is not a part of a regular English course and is not under the control of a classroom teacher. The second situation is supplementary learning. This involves learning outside the classroom which is related to a course occurring inside the classroom. It is largely directed by the classroom teacher. It may involve extensive reading, extensive listening, interacting with others, and writing, and could also involve the deliberate learning of vocabulary and other language features. The third situation has been called self-directed learning and involves the learner organising their own language course without the help of a teacher.

Technology has been increasingly incorporated into the second language learning classroom and curriculum, highlighting the need for researchers and educators to consider how it has affected the tasks they facilitate, as well as their mediating effects on second language learning and teaching. This chapter explores how the unique advantages of various forms of technology can enhance and support the developmental and performance-related benefits of TBLT. We propose that technologies that follow a ‘learning by doing’ philosophy, facilitate learner involvement in everyday tasks, and provide spaces to engage with the language and other speakers are ideal tools to enact TBLT in ways that are not possible in traditional language classrooms. Examples of such tools and tasks are presented together with research that supports their effectiveness for language learning. The chapter ends with a look into the future of technology-mediated tasks, including some challenges that need to be resolved for the advancement of technology-mediated TBLT.

The material properties of platform and medium figure prominently in Scott Rettberg’s examination of digital fiction as literary engagements with computer code, video gaming, hypertext, audio and visual plug-ins, and virtual reality. Narratives with multiple or interactive pathways, role-playing and perspectival shifts, and mass authorship reconceptualize postmodern and contemporary literary themes and techniques within digital textualities.