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{{Paper
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|title=“If the game does not work, it is lagging, or you die in game, you just get furious” – Children’s experiences on gamer rage.
|pdfUrl=https://ceur-ws.org/Vol-2883/paper3.pdf
|volume=Vol-2883
|authors=Juho Kahila,Satu Piispa-Hakala,Sanni Kahila,Teemu Valtonen,Henriikka Vartiainen,Matti Tedre
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==“If the game does not work, it is lagging, or you die in game, you just get furious” – Children’s experiences on gamer rage.==
https://ceur-ws.org/Vol-2883/paper3.pdf
Juho Kahilaa, Satu Piispa-Hakalaa, Sanni Kahilaa, Teemu Valtonena, Henriikka Vartiainena and
Matti Tedrea
a
University of Eastern Finland / IT Services, P.O. Box 111, 80101 Joensuu, Finland
manifestations of their
content analysis. The results show that children explain their own in-game failures,
incompetence of teammates, and technical problems as the main reasons for their gamer rage,
and they express their rage verbally, physically, and by quitting. This article is the first attempt
general.
digital games, gamer rage, rage quitting, self-regulation, emotions
concern, as some studies have found children
playing digital games to behave more
aggressively than their peers [10]. Aggressive
Digital games, as an affective media, can
behavior has often been associated with violent
make players feel and generate various
game content [11], although, according to
emotional responses [1]. Games have been
Ferguson [12], those results remain debatable.
extensively studied from the perspective of
Conversely, playing digital games has also
emotions [2], and they have been shown to
been suggested to support the development of
provide positive emotions such as enjoyment
self-regulating skills [13], and digital games
and pleasure [3, 1], tools for mood management
have been used as a tool for learning emotion
[4], and meaningful experiences for their
regulation skills [14]. Also, children themselves
players [5]. Meaningful gaming experiences are
have reported improved self-regulation skills,
sought, for example, in games evoking strong
such as frustration tolerance, by playing digital
and intensive emotions, such as horror games
games [15]. Rage induced by digital games,
[6] and permadeath games, in which in-game
gamer rage, has also become entertainment in
death of a playable character is permanent [7,
itself. There are, for example, many gamer rage
8].
compilations on YouTube, in which players
Emotions such as anger and frustration have
rage, yell, and often smash their gaming
been found to increase aggressive behavior [9].
devices. Many of those videos have millions of
Aggressive behavior has been studied also in
views, for example [16].
the context of digital games. The effects of
gaming, especially on children, have raised a
5th International GamiFIN Conference 2021 (GamiFIN 2021),
April 7-10, 2021, Finland.
EMAIL: juho.kahila@uef.fi (J. Kahila); satu.piispa-hakala@uef.fi
(S. Piispa-Hakala); sanni.k.kahila@uef.fi (S. Kahila);
teemu.valtonen@uef.fi (T. Valtonen); henriikka.vartiainen@uef.fi
(H. Vartiainen); matti.tedre@uef.fi (M. Tedre)
ORCID: 0000-0002-9913-0627 (J. Kahila); 0000-0002-1852-3729
(S. Piispa-Hakala); 0000-0001-6381-2610 (S. Kahila); 0000-0002-
1803-9865 (T. Valtonen); 0000-0001-6005-907X (H. Vartiainen);
0000-0003-1037-3313 (M. Tedre)
2021 Copyright for this paper by its authors. Use permitted under Creative
Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
It is important to understand anger and rage, et al. [28] argued that the association between
their reasons, and expressions in different violent games and aggressive behavior may be
contexts where they emerge. Research exists, due to the competitiveness and fast-paced
for example, on experiences of customer rage action of these games rather than their violent
after service failures [17] and road rage [18], content. Przybylski et al. [29] suggested that the
but it has been pointed out that there are only a frustrating players competence satisfaction is
handful of studies on rage in the context of often the cause of the aggression. Results were
digital games [19]. Most existing studies similar in violent and nonviolent games.
explore the topic in the context of eSports and Frustration caused by multiple failures and
with adult participants. But as children and losses to opponents sometimes leads to rage
adolescents are active players of digital games
[20], it is important to understand gamer rage
[30] defines rage quitting as a situation where
contributes to this gap of knowledge and the
explores sixth- and ninth- game state and decides to intentionally abandon
gamer rage from two angles: Why do they rage further
and how do they rage. The following research into micro quitting and macro quitting. In the
questions were addressed: context of digital games, micro quitting, means
How do children explain the reasons ending the current session, and macro quitting
for their gamer rage? means quitting the game for good [19]. The
gamer rage in YouTube compilation videos is
manifest, as described in their own words? often micro quitting, which does not always
lead to quitting and uninstalling the game [16].
Social factors, such as a common gaming
decision not to rage quit [19].
Rage is defined as shame and failure of Uncontrolled expressions of rage can have
maintaining self-esteem [21], or as intense and negative effects in addition to the obvious
uncontrolled anger caused by tension and material damage. For example, rage quitting in
hostility arising from a frustration [22]. Anger digital games has been found to negatively
is a common emotion among children and impact other players, especially in team-based
adolescents [23], and in particular, the onset of games [19], and it is considered reprehensible
puberty can increase emotional arousal and behavior, penalized by some games [30].
emotion regulation problems [24]. Although
rage is a natural emotion [21], its expressions in
school-age children are also a problem [25] and
can hamper, for example, school adjustment
and peer relations [26].
Learning to regulate negative emotions like The data of the current study (31 essays) is
anger and rage is an important element of extracted from the data of a larger research
growing up [26]. Self-regulation of emotions is
not an innate trait but a metacognitive skill that metagame activities [31]. The term metagame
can be learned [26, 14]. In addition to early
childhood, adolescence is a critical period for the activities connected with the game that is
the development of emotion regulation skills
[24]. Adolescents use several strategies such as Participants of the study came from one
venting, distraction, or reappraisal for municipality and three separate schools in
purposeful regulation of emotions [27]. Eastern Finland. Written permissions and
Aggressive behavior associated with digital informed consent were asked from the
games has been much discussed in public [12]. participants and their guardians. Out of 194
The violent content of digital games has often requests sent, permissions were received from
been suggested as the cause of game-related 142 children, including 73 sixth graders (31
aggression [11, 10]. However, also alternative girls, 42 boys) and 69 ninth graders (33 girls, 36
explanations for aggressive behavior associated boys), who participated in the first phase of the
with games have been suggested. Willoughby study. Permission was not received from 52
students, who were therefore excluded from the Analysis followed the description by Hsieh and
study. Shannon [35]. The analysis was performed by
The data were collected as a part of two researchers.
-minute Before the coding, data were first read
school lessons. A total of 142 students several times to get a general sense of it. The
participated in this phase. At the beginning of first analysis run was concerned with the first
the first lesson, the researcher introduced research question on the reasons children gave
himself, and the researcher and children briefly for their gamer rage. Re
discussed the purpose of the study to create an rage were coded without predefined codes.
atmosphere of confidence for data collection Codes were revised several times during the
[33]. Next, participants were divided into coding session, and to increase the reliability of
groups of two to four students to discuss and the analysis, differences and similarities of
create lists of any possible digital game-related content and naming of the codes were
activities they know, other than playing the negotiated between the researchers until both
game itself. After that, the groups presented agreed with the coding.
their lists of these activities to other children. Subsequently, codes were grouped into
Groups were then disbanded, and as the last categories based on how they related to each
task of the first lesson, the children were other. Two researchers participated also in this
instructed to write down personal lists of digital phase of analysis. To ensure the quality of the
game-related activities (other than playing the categorization, content and naming of
game itself) they have participated in. The categories were negotiated between researchers
purpose of the first lesson was to help the until they reached a consensus. Three
participants to recall, by discussing and making
lists, metagame activities they have participated their gamer rage emerged: in-game failures,
in. After the first lesson, a break of about 20 incompetent teammates, and technical
minutes followed. problems.
At the beginning of the second lesson, The second analysis run was concerned with
participants were asked to complete their list of
activities in case some new activities had come reports of how their gamer rage manifests. The
to their mind. Next, participants were instructed data were analyzed using the same procedure as
to write an essay on their digital game-related with the first analysis run. Data were coded
activities. Of these 142 participants, 31 without predefined codes, the content of codes
participants discussed gamer rage in their was discussed and reviewed many times during
essays and were therefore included in the the process, and codes were aggregated into
current study; 22 of them were sixth graders (9 categories. The three categories in which
girls, 13 boys) and 9 were ninth-graders (6 girls,
3 boys). The remaining 111 participants who expressions, physical expressions, and quitting.
did not discuss gamer rage were excluded from
the study. Before analysis, participants were
given pseudonyms, and data were transcribed
into electronic form.
This section reports the results of the first
Data were analyzed using qualitative research question on how children explained
content analysis, which is well suited for the reasons for their gamer rage. Those reasons
analyzing written data in exploratory research were divided into three different categories: in-
[34]. The approach to analysis was game failures, incompetent teammates, and
conventional, in which the data is approached technical problems. Table 1 shows the
without predefined codes or categories [35]. categorization of reasons by which children
This approach is often used when there is little explained their gamer rage.
or no previous research on the phenomenon
under study [36, 35]. Atlas.ti 8.4 qualitative
data analysis software was used for analysis.
opponent and I threw my keyboard out of the
window and I was not able to play at all next
-game
failures, especially when repeated within a
short period of time, or when the game had so
essays was in-game failures, which refers to a far progressed well and success was close, were
oft-
failures, such as dying or losing to another rage.
player in game, were described in several
essays as a cause of outrage. Sixth grader boy,
Keeko, writes as follows about his reaction to
dying in the Fortnite, a popular Battle Royale
While failing is something that can happen
threw the controller into the wall, but it did not in a single player game as well as multiplayer
games, the second category, incompetent
players, the success of a friend when the player teammates, is exclusive to multiplayer games.
him/herself was failing was found to be A number of participants wrote that they have
particularly frustrating: Sixth grader girl, raged because
incompetence. Sometimes incompetent
example, my friend won the game and I did not, teammates were friends, but also playing with
so I started the whole game from the previously unknown players caused raging.
-game Ninth grader boy, Riley, had played a popular
performance to the performance of their friends team-based competitive first-person shooter
and other players, which on occasion made game, and wrote as fol
them feel incompetent and frustrated. laptop when I lost my temper in CS:GO when
In addition to comparing their own my team was full of Russian silvers (silver is
performance to that of others, repeated failures lowest player rank in CS:GO), but now I have a
and losses were particularly frustrating for the Some participants
gamers. For instance, a sixth grader boy, Max, described that incompetence of other players
wrote about repeated losses in a popular reduced their own chances of success, which,
competitive real-time strategy game as follows: they explained, was the reason for their rage.
trophies out of 3900 trophies and broke the
Isabella, wrote about the rage caused by several
The third rage-inducing category was
technical problems, which mainly referred to
the wall when I became angry, because I died,
completely or partially inoperable gaming
and I died many times in a row, but when the
devices or network connection. Results showed
level was co
another reason to rage, taking place when
children also recognized a connection between
technical problems either limited or completely
playing in an angry state of mind and failing
easier again.
wrote that they fly into a rage if the gaming
Also, getting very far in the game and failing
equipment, internet connection, or game itself
in the final moments was a source of raging.
did not work at all, or worked poorly. Sixth
Sixth grader boy, Lennie, wrote the following:
grader girl, Milana, wrote as follows about
gaming related technical problems and her on the couch, but it hit the wall and now it no
many games. If the game does not work, it is gaming equipment hampered or prevented
lagging, or you die in game you just get children from playing and was thus displeasing.
Gaming session cancelled or ruined Some participants wrote that they tried to soften
by technical problems was a real their most destructive expressions of rage.
disappointment for children. Other participants wrote how they were on the
verge of breaking something as a result of the
outrage but had succeed to control their
emotions and most destructive intentions.
The first category that emerged from the In addition to expressing anger verbally and
data was verbal expressions, which refers to the physically, some participants reported to have
particip done more as a result of their gamer rage:
emotions. Participants wrote that they, for quitting altogether. The third category, quitting,
example, cried, yelled, and cursed as a result of
the rage caused by the games. Ninth grader girl, themselves from the game due to the rage it had
-related evoked. Quitting often happened in a gust of
things; I have, for example, become angry when rage, or as a result of breakdown of gaming
the game does not work, or playing for some equipment. However, participants also wrote
other reasons fails. Neighbors certainly have that they had taken a break and uninstalled
often heard the screaming and laughing as games more thoughtfully and constructively
after the raging incident. Usually, participants
micro quit but came back to play the game after
playing and cried because of it. The games a while. Sixth grader boy, Victor, wrote about
where I lose my temper are specifically The his actions and thoughts of game induced rage
Legend of Zelda, Alicia Online, and online
then you get angry and you rage. It makes
shy to verbalize their game-related rage. playing difficult and it can last for a while, or
to participants wrote that they had learned that
express their rage was physical expressions. gaming will not go well and is not enjoyable on
Reported physical expressions were mostly tilt (in a furious state of mind).
violent and targeted gaming devices such as Some children were able to distance
gaming computers, consoles, game controllers, themselves from the game in these situations,
keyboards, mice, and smart phones, but for example by taking breaks. However, micro
sometimes also furniture. Sixth grader boy, quitting the game was not enough for everyone.
Evan, wrote about his outrage at Fortnite as Some participants were able to make extreme
and permanent solutions when their gamer rage
in Fortnite, and when I died, I kicked the started to bother themselves too much. For
instance, a ninth grader girl, Belle wrote:
usually targeted readily accessible objects at the
time of their tantrum. as a result, the digital device has almost broken.
The children also wrote about the In the end, I decided to quit gaming altogether.
consequences of their rage: Objects on which It always felt easiest to get angry when it was
they unleashed their fury often broke down,
though the intention was not always to break
anything, but sometimes to even avoid damage.
he controller
broke when I died in Fortnite. I tried to throw it
to quit gaming altogether when they found that
their gamer rage negatively affected their
quality of life; Weber [19] called this macro
Different rage-related phenomena have been
quitting. Quitting gaming altogether is a big
studied in different contexts, and a body of
decision for a gamer; one that requires serious
research on game-related rage is emerging. One
self-control.
gap in that nascent literature base is research on
children perceive it. This study addresses that
descriptions of their gamer rage as data. This
study explored how do children explain the
As an exploratory study, the results are
reasons for their gamer rage, and how does
limited in a number of ways. Firstly, this study
explored why do children rage and how do they
show that children consider their in-game
failures, incompetent teammates, and technical
experiences is always a subjective approach
problems to be the chief reasons for their gamer
and the results must be seen in that light. For
rage, and that rage manifests in verbal and
example, children may have attributed some of
physical actions, as well as in quitting.
their rage to technical problems or to
Previous studies have suggested violent
incompetent teammates, because reasons found
content [11], competitiveness and fast pace of
outside of themselves might have been easier to
accept.
self-competence [29] as the reasons for gaming
Secondly, the sample size and sampling
related aggressive behavior. This study found
frame were small, which prohibits
no mentions of violent content as the reason for
generalization from these exploratory results.
Thirdly, although essays can provide rich data
stories of almost winning in competitive game
for in-depth questions or follow-up questions to
but failing in the final moments as well as from
be asked. Participants also wrote about their
past experiences, which differs from describing
and raging related to it were an outcome of
an experience immediately after it happened, as
memory of past experiences may have been
failures or failing at a critical moment. Those
distorted over time. On the flip side, a
] results
monitored gaming situation, in the presence of
a researcher or teacher and other students,
mistakes with aggressive behavior.
would hardly have brought out similar rage
The results also revealed that some children
reactions as playing in familiar home
took breaks from the games to regulate their
circumstances. Writing essays about their
anger and its expressions, because they did not
authentic, past experiences provided children
want to play on tilt and keep failing in game
with a lower threshold and familiar way to share
5] study
their experiences. However, in the future,
the context of digital games and their results
benefit from complementary methodological
revealed similar ways to manage game related
approaches and more diverse samples. This
frustration. Behavioral distraction, doing
study highlighted several interesting topics for
something else when faced with negative affect
future research.
is found to be an effective and easy-to-use
emotion regulation strategy [27].
Rage reported by children often
Understanding gamer rage can also provide
occurred while playing competitive games
professionals working with children with a
such as Fortnite and Clash Royale, although
child-friendly topic to discuss the reasons,
the participants reported gamer rage also
consequences, and different methods of anger
with single-
management.
experiences on game types and game genres
The results of this study also found that in
in relation to gamer rage,
some extreme cases, participants were also able
strategies to cope with or control their gamer
rage in different games or game genres, are
promising topics for future research.
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