Parental Guide For Safe Children Usage On Video Games. by INTECO

Parental Guide for safe children usage
on video games
INFORMATION SECURITY OBSERVATORY

Edition: December 2010
The National Institute of Communication Technologies (INTECO), public cooperation

assigned to the Ministry of Industry, Tourism and Trade through the State Department for
Telecommunications and for the Information Society, is a platform for developing the Knowledge
Society through projects in the area of innovation and technology.
The mission of INTECO is to provide value and innovation to individuals, SMEs, Public
Authorities and the information technology sector through developing projects which contribute
towards increasing confidence in our country’s Information Society services, while also
promoting an international course of participation. For this purpose, INTECO will develop
proceedings along the following strategic lines: Technological Security, Accessibility, ICT Quality
and Training.
The Information Security Observatory (http://observatorio.inteco.es) falls within INTECO’s

strategic course of action concerning Technological Security, and is a national and international
icon in serving Spanish citizens, companies and authorities in order to describe, analyse, assess
and disseminate the Information Society’s culture of security and trust.
More information: www.inteco.es
Parental Guide for safe children usage on video games Page 2 of 47

Information Security Observatory
CONTENTS
CONTENTS
1 INTRODUCTION.............................................................................5
1.1 WHAT ARE VIDEO GAMES? ................................................................... 6
1.2 TYPES OF VIDEO GAMES ....................................................................... 7
2 CHILDREN AND VIDEO GAMES ................................................11
2.1 CURRENT SITUATION ........................................................................... 11
2.2 TRENDS IN THE USE OF VIDEO GAMES ............................................. 17
3 REGULATORY FRAMEWORK....................................................18
3.1 REGULATIONS REGARDING CHILDREN‘S ACCESS TO VIDEO

GAMES.................................................................................................... 18
3.2 SELF-REGULATION ............................................................................... 20
4 RISKS OF VIDEO GAMES...........................................................23
4.1 DEPENDENCY AND ADDICTION........................................................... 24
4.2 RISKS ASSOCIATED WITH THE CONTENT ......................................... 25
4.3 THREATS TO PRIVACY ......................................................................... 25
4.4 CYBERBULLYING .................................................................................. 26
4.5 GROOMING............................................................................................. 27
4.6 TECHNOLOGICAL RISKS ...................................................................... 27
5 TIPS AND RECOMMENDATIONS TO USE VIDEO GAMES

SAFELY..............................................................................................29
5.1 RULE FOR A SUITABLE PURCHASE ................................................... 29
5.2 TIPS FOR RESPONSIBLE AND SAFE USAGE ..................................... 32
5.3 WHAT MESSAGES MUST PARENTS GIVE TO MINORS? ................... 33

5.4 PARENTAL CONTROL TOOLS.............................................................. 34
6 RECOMMENDATIONS FOR INDUSTRY AND THE PUBLIC

AUTHORITIES ...................................................................................45
6.1 RECCOMENDATIONS FOR THE ENTERTAINMENT SOFTWARE

INDUSTRY............................................................................................... 45
6.2 RECOMMENDATIONS FOR PUBLIC AUTHORITIES............................ 46

1. INTRODUCTION
1 INTRODUCTION
The use of video games and entertainment software is a daily leisure activity for Spanish
children and teenagers. This preference is growing to the extent that advances in
technology offer new hardware and software, interconnection of players, image quality or
realism, highlighting the opportunities provided by Internet connectivity: online games,
downloading and/or buying games or innovative content, content sharing, etc.
Experts have studied the positive effect of this use in different aspects of the child's life,
noting its educational and cultural value among its attributes 1 , which:
• Help to assimilate abstract concepts (maths, history).
• Enable visual skill to be perfected as well as musical or artistic curiosity
• Promote a collaborative way of working (present in multiplayer games).
This guide aims to show parents this reality, i.e. your children's access to video games,
taking into account the positive aspects reported by this use and the legal framework that
protects the child but with special emphasis on the risks such as:
• Risks associated with inappropriate content such as bad language, sex and
eroticism, violence, discrimination, drugs or gambling.
• Risks associated with both psychological and sometimes physical abuse and
addiction to video games.
• Risks associated with contact with other users via chats and forums present in
video games.
• Technical risks related to the presence of malware when downloading and sharing
files, as well as the use of personal and/or banking data by children when using
video games.
As a response to these risks, a range of recommendations are provided to the various

parties concerned (parents, guardians, educators, the video game and entertainment
software industry, public authorities, the State Security Forces -FCSE- Associations,
NGOs, etc.) so that the child is protected at all times when playing in the digital
environment.
1
Source: Choosing the appropriate video game, CONSUMER EROSKI Magazine. December 2005

Not forgetting that parents are the nearest support for children and teenagers, making it
crucial to know this environment, build trust with your children and provide solutions and
guidelines for entertaining and safe surfing.
1.1 WHAT ARE VIDEO GAMES?
Video games are construed as a piece of software or IT program that uses images,
sounds and different effects to represent a simulated reality. It is created for
entertainment in general and based on the interaction between one or more
individuals and the electronic device that is running the game.
With new technologies, the term video game has expanded its definition, and video game
is not only understood as the software for video consoles or PCs, but new platforms have
emerged like mobile phones or websites, among others, that make the range of
entertainment possibilities much broader. Specifically, the Internet is the technological
element with the largest impact on video games by multiplying the user options for access
to new types and forms of gaming. It also allows users to simultaneously interact with
others, regardless of their geographical location.
For example, a video game is:
• Games for video consoles and personal computers.
• Games for mobile devices (mobile phone, blackberry, PDA,

etc.)
• A website with a small video game embedded.
• A small file or program that is sent to you by e-mail or you

download from a webpage.
• Gambling and betting provided by websites.
• Games through YouTube videos.

• A presentation (MS PowerPoint, OO Impress) with a programmed video game.
• A specific device for playing (Arcade consoles, Tamagotchi, Petimo)
1.2 TYPES OF VIDEO GAMES
There is a wide variety of programs and different gaming platforms, so that, as guidance,
a series of classifications are included based on the following categories:
• Genre of video game, based on the theme of the challenge posed by the game
• Technology used, which will determine whether an Internet connection is required

and the type of device to use.
• Interactivity of the video game, which aims to separate those that pose playing
alone from group play.
• Cost of the video game, as the video game itself is a consumer product with
different ways of being purchased.
The classifications provided are very general in order to cover almost all programs and
video game platforms, given that one game can be included simultaneously in various
classifications and/or categories, depending on the attributes to meet, as can be seen in
the tables of examples.
1.2.1 CLASSIFICATION BY GENRE

The themes addressed by video games are almost limitless, but as a guide, the following
table includes the major genres, as well as a number of examples in each case.

Table 1: Classification of video games by genre
Genre Examples
Action/Shootings Call of Duty, Eve online. Counter Strike

Sports FIFA, Pro Evolution Soccer, Wii sports
Gran Turismo, Project Gotham Racing,
Cars/Racing
Mario kart
Adventures Run away, Sam & Max
Fighting Street Fighter, Mortal Combat
Real-time strategy Age of Empires, Command & Conquer
Virtual worlds The Sims, Second Life
Platforms Super Mario Bros, Gold Rush
Children Bloom Blox, Littlest Pet Shop
Roll play Gothic, Dragon Age
Erotic Strip Poker, Cobra Mission
Skill Tetris, Rock Band, Space Invaders, Pong
Source: INTECO
In the case of children and teenagers, favourite genres are adventure sports and
fighting, showing less interest in strategy, simulation, platforms or role playing games 2 .
However, children and teenagers sometimes participate as adults, taking advantage of the
lack of age verification checks. This is important as they access other less suitable
content for their age or illegal content. In this respect, statistics warn that the genres in
which more time is spent by users in general are shooting, role play, erotic and cars 3 .
1.1.1 Classification by technology used

In addition to the large presence of devices in Spanish households, with portable options
allowing children to play anywhere simultaneously, an Internet connection is the
technological progress that provides the most possibilities to video games, as
children and teenagers not only can play online from anywhere in the world, but can also
chat while playing, check out the new video games that have come out or buy certain
attributes for the characters. Moreover, through the Internet you can receive files
(presentations, etc.) or programs that consist of video games, access YouTube videos
containing video games or try the demos that are provided by many websites.
2
Source: Video games, children and parent’s responsibility. Study carried out by PROTÉGELES and CIVÉRTICE, with the
Child’s Ombudsman of the Community of Madrid
3
Source: Uses and habits of Spanish video players. aDeSe Study 2009

Table 2: Classification of video games by technology used
Technology Examples
Without connectivity
Tetris, Pong, Wii sports
(offline)
Connectivity
With connectivity Second Life, The Lord of the Rings Online,
(online) World Of Warcraft (WOW)
Computers Guild wars, Tomb Rider, Eve online
Consoles Battlefield, God of War, Dante’s inferno
Support Mobiles Cro-Mag Rally, Texas Hold 'Em
device
*New solutions:
peripheral device + Petimo
online platform
Source: INTECO
In terms of devices, the versatility provided by multiple gaming devices to incorporate

more or less complicated video games are combined with the traditional ones (computer,
console, handheld console) . The vast majority of mobile phones, PDAs, blackberries,
etc., allow video games to be downloaded from online platforms, with new resources
being added daily.
Finally, security and control features towards the smallest and functionality also increase,
as is the case of Petimo 4 , a robot the size of an apple, which allows children to interact in
the associated online platform (gaming, instant messaging, etc.), only if they are
previously known physically and they connect their devices. This hybrid includes social
networking features, video games and “searches“.
1.1.2 Classification by the players’ degree of interaction

Interaction is the relationship between players using a video game, not to be confused
with interactivity or player-machine relationship. Within this relationship between players,
we can mainly distinguish: individual (single player) and social (multiplayer). The social
video game is divided into two categories: multiplayer and massive (online).
The difference between these two subcategories is that the multiplayer video game
occurs when multiple controllers are connected to the device, which results in the number
of players being limited, in the online massive video game a lot of players are related
through the Internet, and entails video games serving not only for playing but being used
as broader contact networks.
4
Available at: http://www.idc09.polimi.it/IDC_C4C_Cheok.pdf

Table 3: Classification of video games by degree of interactivity of the players
Interactivity Examples
Individual Assassin’s creed, Splinter Cell, Minesweeper

Multiplayer Starcraft, Age of Conan
Social Massive World of Warcraft, MMORPG Halo 2, Eve
(MMORPG) 5 online
Source: INTECO
1.1.3 Classification by cost

As for the cost of video games, there is a clear division between free and paid versions.
The former are usually free to download and can be enjoyed in full; although there are
also demos, which are an advance of paid versions and are used to test the game and
decide whether to buy it or not.
As for the method of payment, there are several options compared to a single payment.
In this way the purchase is distinguished into several successive payments (whether time
bonuses, Internet connection bonuses or improvements to add functionality to the game),
or in a pack. In turn, distributors are constantly looking for better ways to market their
games. An example is the Steam 6 generic platform where multiple games are available
for downloading at a charge and subsequent use in various modes of payment.
Table 4: Classification of video games by technology used
Cost Examples
Ferrari Virtual Race, Battle for Wesnoth,

Totals
Bubble Ball, Crime Fighter
Free
Just Cause 2, Serious Sam HD, Mass
Demo
Effect 2, Split Second
Purchase (single Prince of Persia, Resident Evil,
payment) ProEvolution Soccer, Mario Galaxy
Eve online, Warhammer online, Age of
Purchase for defined use
Paid Conan
versions Subscription EverQuest, World of Warcraft, Aion
Prince of Persia Pack, Call of Duty Pack,
Purchase pack
Fifa 2010 Pack
Pay for improvements Seafight, Ogame, Gunbound
Source: INTECO
5
MMORPG: Massively multiplayer online role-playing game
6
Available at: http://store.steampowered.com/

2. CHILDREN AND VIDEO GAMES
2 CHILDREN AND VIDEO GAMES
Video games are aimed at all kinds of users, depending on the type of game and
entertainment proposal: although in the case of users who are children, parents must
understand the implications that this use entails on their children. To better understand
this situation, some details of the relationship Spanish children have with video games,
both at the current time and in the observed trend, are included below.
2.1 CURRENT SITUATION
The following key points demonstrate the current use of video games by Spanish children,
comparing in many cases the parents' perception of each aspect with the children’s
perception. The differences observed indicate the areas that parents, guardians and other
players involved in the field of video games should work on.

2.1.1 TECHNOLOGICAL EQUIPMENT
Spanish children have different technologies for using video games, both at home and in
other settings (educational centre, leisure places, etc.) The video console is the device
of choice for playing video games among children and teenagers, even though the
computer is more prominent in the home. Another widely-used device among children is
the mobile phone and its use for playing video games is widespread, but it has
drawbacks as it is more difficult to control in terms of usage time and the content that the
child can use 7 .
In the chart below, the weighting of the devices within the reach of Spanish children for
playing video games is highlighted in pink, compared to other devices in the home.
Chart 1: Distribution of electronic devices that are used by children (%)
Personal Computer 87.1
DVD Player 72.4
Mobile Phone 64.3
MP3 or MP4 52.7
Video game console 40.8
TDT 39.4
Digital TV Subscription 21.7
Portable Videogame 18.7
Laptop 10.3
Chace of multiple answers 0 10 20 30 40 50 60 70 80 90
Source: INTECO
2.1.2 FAMILIARITY
Playing online video games among Spanish children is quite common (28.4% of the
total), more common among boys than girls.
However, the perception of parents does not always coincide with the actual use by
children. In the case of girls, the actual use (18.9%) is significantly lower than that
expressed by parents (27.7%).
7
Source: Study on safe habits in the use of ICT by children and teenagers and e-trust of their parents (INTECO)

Chart 2: Playing online games by the child's gender (%)
100%
90%
80%
70%
60%
50%
37.8% 38.0%
40%
28.4% 27.9% 27.7%
30%
18.9%
20%
10%
0%
Children Parents
Total Boys Girls
Source: INTECO
There are also differences in the perception of use based on age, especially as this
increases.
Chart 3: Playing online games by the child's age (%)
100%
90%
80%
70%
60%
50% 44.7%
39.2%
40%
28.8%
30% 22.8%
15.1% 17.0%
20%
10%
0%
Children Parents
10 to 11 years old 12 to 14 years old 15 to 16 years old
Source: INTECO

In line with this claim may be the fact that parents usually accompany their young children
in this activity (85% of Spanish parents 8 ), while teenagers prefer to disregard their parents
in favour of friends and classmates 9 .
2.1.3 FREQUENCY
Most Spanish kids are quite moderate in their playing time and even less play on a daily
basis. This may be due to the fact that boys play more at weekends, when they have more
free time, although portable devices (handheld consoles, mobiles) make it easier for
children to play at any time.
Chart 4: Frequency playing online video games for children (%)
1% 9%
37%
53%
Daily From 1 to 3 times a week Less frequently Don´t know / no answer
Source: INTECO
8
GONZÁLEZ TARDÓN, C. (Coordinator of People & VIDEOGAMES www.peopleandvideogames.com ) Report ¿Do you
know how to use your video games? MARCAPLAYER Magazine
9
ARANDA D., SÁNCHEZ NAVARRO, J. and TABERNERO, C., Youths and Digital entertainment, UOC Editorial
http://www.editorialuoc.cat/index.php?main_page=product_info&cPath=7&products_id=548

As they grow up, the time spent on video games increases up to 5.16 hours per week on
average (aged 12 to 16), although boys play double the amount as girls (5.9 hours a week
for boys, compared with 2.81 hours for girls) 10 .
2.1.4 LEVEL OF AFFINITY

Video games are one of the favourite pastimes of Spanish kids (it is very entertaining to
40%), more for boys (51.8%) than girls (27.3%).
Chart 5: Affinity of children to video games in relation to other activities (%)
7%
21%
40%
32%
Don´t know / no answer
I don´t like it much / at all, I don´t find entertaining
Somewhat, it is ok
I like playing it a lot / quite a lot, it is very entertaining
Source: INTECO
Nevertheless, it must be borne in mind that this preference may influence other activities
in daily life such as playing/going out with friends, playing sports, doing homework or
being with family.
10
See note 9

This preference leads to arguments about video games at home, mostly concerning the
time kids spend on video games, but also when they choose to play or the type of game
played, when parents feel it is inappropriate for their child.
2.1.5 BUDGET GIVEN

20.2 is the average number of video games in Spanish homes, but pirated games are
gaining ground.
Children have video games available when they are online, as well as payment
applications that are sometimes obtained without the knowledge and consent of parents,
as shown graphically. For example, downloading free demos is one of the main hooks to
later purchase the full version 11 , so parents need to know and convey the implications of
uncontrolled spending to their children.
Chart 6: Types of online games that children play (%)
100%
7.0
90% 21.9
80%
37.0
70%
29.7
60%
50%
40%
30% 56.0
48.4
20%
10%
0%
Children Parents
Free Payment No specific answer
Source: INTECO
The number of downloads and video games purchased by the teenagers themselves
increases with age, while purchasing or giving video games as gifts by adults decreases.
Kids prefer downloading especially due to the variety as well as the convenience of not
having to go to the point of sale 12 .
11
Source: http://www.adese.es/pdf/PPThabitos122009.pdf
12
Source: See note 9

2.2 TRENDS IN THE USE OF VIDEO GAMES
The entertainment software industry is on course to grow and diversify 13 globally and
nationally, including the creation of the Academy of Interactive Arts and Sciences, which
aims to convey the cultural value of this industry, based on technological innovation and
aesthetical and creative contributions that other sectors carry out 14 .
These contributions are enabling game consoles and their interconnection capacity to be
developed, the development of mobile devices and the insertion of real advertising in the
virtual world.
But above all, this technological advancement results in increased realism in video
games, through:
• 3D and high-definition graphics, with higher resolutions and the ability to create
and animate increasingly complex 3D scenes.
• Diversification in the theme and form of controlling the character.
• The level of interaction with other users, by connecting to local area or global
networks.
• Applications, including virtual reality 15 , supported or not by tactile feedback, voice

recognition or direct responses to the nervous system.
With these advances, the player experiences a more realistic sensory illusion to form part
of the game due to the textures, colours, sounds or vibrations. For example, through a
control with vibration, position sensors or force or speed simulators, the child has the
feeling of driving a Formula 1 car, hitting a ball or ski jumping.
Children can enjoy nearly unlimited play possibilities, but in

their development they must learn to separate the fantasy
world of their games and the real world, thus avoiding any
potential hazards that result in behavioural or psychological
problems, etc. In the following sections, parents and guardians
can find both a description of risks as well as tips to make
playing video games a safe and constructive form of
entertainment for their children.
13
Estimated growth rate for 2009-2013 of 7.4% Global Entertainment and Media Outlook report. 2009-2013.
PriceWaterHouseCoopers
14
Available at: http://www.elpais.com/articulo/Pantallas/videojuego/sube/nivel/elpepurtv/20100625elpepirtv_2/Tes
15
Example of virtual reality with a direct response to the nervous system: Epoc transforms the signals picked up by
electrodes placed on the scalp with specific orders to a computer.

3. REGULATORY FRAMEWORK
3 REGULATORY FRAMEWORK
In parallel with the study of the current and future use of video games by Spanish children
shown in the previous section, a regulatory framework must be established that ensures
the safety and privacy of users, especially children 16 and their rights as consumers.
This regulation has two dimensions:
• Firstly, through regulations (European, state and

industry legislation), which establishes a common
framework of rights and obligations.
• And secondly, as a complement, self-regulation by

the video game industry itself, which seeks to build
trust in its goods and services, through a series of
codes of conduct and ethical commitments.
These two dimensions are developed below to facilitate the understanding of parents and
users on the main implementing legislation and guidance tools provided by the industry.
3.1 REGULATIONS REGARDING CHILDREN‘S ACCESS TO VIDEO GAMES
According to the United Nations Convention on the Rights of the Child 17 , the term
("child") applies to any person under 18 years old. This premise is also provided for in
Spanish legislation, led by the Spanish Constitution, which in Article 39 supports the
protection of children, in line with international agreements safeguarding the rights of
children and teenagers. Digital leisure activities have implications on the personal
development of children, who are especially vulnerable because of their age,
inexperience and immaturity. It is therefore necessary to have laws protecting them to
complement the education in new technologies they receive.
In the context of online video games, the possibility of

interaction between players can entail risks: threats,
intimidation, harassment with sexual purposes, etc., by
other children or, worse still, by adults. These situations
are covered and punished by law.
Crimes related to child pornography on the Internet are

particularly relevant because of their severity and effects
on the child. In this case, it is understood that there is abuse of the position of dominance
16
Commission Communication on the protection of consumers, especially children, with respect to using video games
http://europa.eu/legislation_summaries/information_society/co0002_es.htm (Not published in the Official Journal)
17
United Nations Convention on the Rights of the Child, November 20, 1989, ratified by Spain on November 30, 1990

by the adult who is pretending to be another child and makes contact in the video game
chat, uses the channels available to provide hooks to meet with the child physically,
incites performing sexual acts in the virtual area, etc.
Other risks are those related to the privacy and intimacy

of the child. Children should be aware that personal data
(ID no., name, address, phone number, photos, etc.)
are sensitive information, so they should be careful
about sharing such information via online forms and
games. This is even more so in the case of information
relating to a third party. This has special significance in
the case of pictures of children.
Act 15/1999 of 13 December on the Protection of Personal Data (LOPD) and its
implementing regulations protect the rights of children and those unable to act legally. In
this respect, the law literally prohibits "the dissemination of information or the use of
images or their name in the media when it involves damage to their honour or reputation,
or contrary to their interests, and even if the child or their legal representatives have
consented to this”.
It must be remembered that the LOPD prohibits children under 14 from consenting to
their data being processed; therefore it will be their parents or guardians who will make
this consent in any case. In turn, suppliers are required to use simple language, which
does not collect information about other family members, and to apply the data quality
principle so that they are appropriate and have a specific and legitimate purpose.
It is also illegal to misappropriate e-mails, instant messages, conversations via chat

services, text messages, and so on that are of a private nature.
The fundamental right of the secrecy of communications, which is the right behind the
above examples, is protected by Act 34/2002 of July 11, on services of the information
society and e-commerce (LSSI). This combats by proposing punitive measures and
compensation to victims.
Therefore it is necessary to teach children privacy tools such as using strong passwords
or the importance of being careful in the use of personal information about themselves
and others, especially in open communications such as forums.
Finally, but equally important are the risks associated with the use of illegal software
and pirated copies. It is important to know and convey to children that an original video
game will avoid risks (such as the presence of malicious code), risks for the computer
system (untested and not guaranteed) or risk to data (electronic fraud attacks, for

example). In addition, the original software has a number of services added to the
purchase, such as after-sales service, updates and special
offers.
In any case, the benefits of using only original software

do not only affect users, but Royal Decree 1/1996, April
12, which approved the Consolidated Intellectual
Property Law (LPI), protects the creators, prohibiting the
copying or pirating of video game software without the
author’s consent, the distribution of such copies and
possession or manufacture of a device to neutralise the
anti-copy systems of the original software.
In short, it must be considered that the illegal actions of children

in online games are also a growing reality and that it has
consequences for them, with special relevance in the 14 to 18 age
range. The Organic Law on Criminal Responsibility of Children
regulates this behaviour. Thus, insult and incitement to
discrimination of a video game mate can be brought to court, or
posting pictures of others in a blog to ridicule them can lead to a
financial penalty and compensation for damages. It is therefore necessary that the child
understands that everything you do on the Internet is registered, and that the
consequences are worse in this environment because they can harm more people
than in real life.
3.2 SELF-REGULATION
Despite the regulatory framework, the reality is one step ahead of the law, in this case
due to the dynamism of the video games and their constant technological developments.
To make up for this jump, the video game industry itself develops self-regulation, i.e.,
codes of conduct and ethical commitments that are appropriate instruments to purchase
safe and appropriate games, especially in the online version in which the protection and
privacy of its users is intensified.
Specifically, these self-regulations are intended to judge the game storyline, its image and
sound effects, and establish the audience it is targeting. Thus, the industry promotes the
prevention and resolution of conflicts to potential user demands.
Nevertheless, self-regulation is NOT an alternative to regulation; it does NOT

substitute data protection legislation, but provides a supplement to cover certain gaps,
constraints and rigidities of the legislation that should not be overlooked.

The main self-regulatory systems that Spanish parents and guardians can find when
buying video games and should make known to their children are the following:
• Pan European Game Information (PEGI 18 ). This is the standard classification in

the European market, specifically in the EU (except Germany), Iceland and Israel.
PEGI also has the PEGI online version 19 , aimed at online games. The PEGI
Online Security Code (POSC) 20 is a set of rules created for the agents involved in
online games, including:
o Game content rated by age.
o Appropriate notification mechanisms.
o Elimination of inappropriate content.
o A coherent privacy policy.
o Community standards for online subscribers.
o A responsible advertisement policy.
• Entertainment Software Rating Board (ESRB 21 ). This is the

American equivalent to the PEGI standard, which is advisable
to know as the United States is one of the main source
markets of video games.
The above codes are not the only ones operating in the market. Other examples of self-
regulation that have some relevance at a European level are listed below:
• German Self-Monitoring of Entertainment Software

22
(USK ): Germany has its own entertainment software rating
code, so it does not follow the European standard or PEGI.
• Computer Entertainment Rating Organization (CERO 23 ).

Japanese equivalent of the above, with the Asian country
traditionally being one of the main sources of game
development.
18
Available at: http://www.pegi.info/es/
19
Available at: http://www.pegionline.eu/es/
20
Available at: http://www.pegionline.eu/es/index/id/55/media/pdf/197.pdf
21
Available at: http://www.esrb.org/ratings/ratings_guide_sp.jsp
22
Available at: http://www.usk.de/
23
Available at: http://www.cero.gr.jp/

In the Advice and recommendations for safe use of video games section, the
classifications of the PEGI and ESRB self-regulatory system are detailed, with guidelines
to keep in mind when purchasing these programs also indicated.

4. RISKS OF VIDEO GAMES
4 RISKS OF VIDEO GAMES
Today, adults know the importance of new technologies in the personal and educational
development of children. Nevertheless, it is also important to know:
• There are risks associated with their use, especially if it involves an online
connection.
• Children are especially prone to assume certain risks in their use, particularly
when using these technologies for leisure.
There are common risks to all types of video games, whether online or not, such as
dependence and addiction or inappropriate or illegal content. In the specific case of
online video games, the risks increase and evolve rapidly, driven by technological
progress itself. In many cases, these risks stem from pre-existing inappropriate
conduct away from the context of ICT (abuse, harassment and stalking by others,
financial fraud, sexual harassment, etc.), which have a greater impact when moved into
the digital environment.
The main categories of these risks associated with the use of video games are included
below, since being aware of them is the first step to combating
them.
Illustration 1.Explanatory illustration of risks in the field of online video games

4.1 DEPENDENCY AND ADDICTION
The excessive and uncontrolled use of video games leads to behaviour associated with
dependency and addiction, affecting both adults and children.
The player's initial enthusiasm can give way to excess, a sedentary lifestyle, an obsession
or a possible break with social life. Some of these behaviours are typical of pathological
gambling or substance abuse dependence. For example, a radical version of this problem
is found in the Japanese hikikomori who are absolutely isolated from the world.
In particular, dependence and addiction is manifested in:
• Dependence or overuse: increased need for use to achieve satisfaction and

"withdrawal syndrome", defined as distress or uneasiness about the lack of use.
• Social isolation and/or giving up meeting with friends: extreme case in which
the quantity and/or quality and quantity of other activities of the individual are
impaired by the use of video games.
The features of this behaviour in children 24 are as follows:
• Children engrossed in playing who do not avert their

eyes from the display or pay attention.
• Excessive tension while playing, even tightening their

jaws.
• Loss of interest in other activities and problems with

schoolwork.
• Lack of respect for scheduled times and sleeping

disorders.
• Increased distance from family and friends.
Causes include a dependent personality, family or school problems.
The development of realism in video games can influence the increase in these
behaviours as virtual worlds are becoming more complex and richer, more attractive than
the real world, and sometimes evolve even when the player is absent. Everything is
organised to create loyalty so it is a positive and enjoyable experience. Portable and
mobile devices, in turn, facilitate their use anytime and anywhere.
24
Available at: http://www.centro-psicologia.com/es/adiccion-videojuegos.html

4.2 RISKS ASSOCIATED WITH THE CONTENT
Personality development occurs during childhood and adolescence and this development
is influence by models and stereotypes, such as the virtual world for example. The
content of video games can be harmful to children if they are complex to interpret, if the
child is mistaken in interpreting what is real and what is not or encourage negative
behaviour.
Even though there are indicators of content by age in video games 25 ,

children have access to video games with inappropriate content.
These will be inappropriate if the characters show more adult
behaviour (such as sexual attitudes, gambling, extreme or fanatical
ideas), or illegal if the conduct shown is against the law (murder,
violence against women, discrimination, etc.)
Inappropriate content reaches children in two ways. The first is that malicious users
actively distribute illegal or inappropriate content by exploiting the online medium on which
games are supported. The second is when the children visit sites that are not designed for
them in which legal but inappropriate content appears.
4.3 THREATS TO PRIVACY
New technologies, including digital entertainment, require users' personal information to

be processed, which is necessary to ensure the functioning and quality of services. By
contrast, the player’s private sphere is reduced by assigning data that had so far been
private. For this reason, the misuse of personal data may affect the user’s right to
intimacy, privacy and self-image that is protected by Spanish and EU law.
This improper use is made in relation to 3 factors:
• The user log files managed by suppliers or online video game pages contain
personal information requested from the player. If these files are made available
to third parties or are transferred by the responsible parties without consent, the
player's privacy is violated.
• The computer’s remote possession by a third party who intercepts the user's
connection with the video game supplier or download page and captures his
personal information without leaving a trace in the log file.
• Cookies and other records on the user's online activity that, being legal, can be
used to collect valuable personal information for advertising or fraudulent
25
See section 3.2. Self-regulation

purposes. Through this information, online advertising can be generated,
personalised and contextualised in relation to the video games that the user uses
or requests, by representing a violation of privacy and an annoyance to the user.
Within these personal data the user's image is very sensitive personal data,
especially if it is a child. Some online games such as the role-playing type involve
creating a character. The player turns his character into a reflection of his personality and
creates an image inside the game itself, so any alteration or use for other purposes can
affect him psychologically.
4.4 CYBERBULLYING
Cyberbullying is bullying among children on the Internet, and includes acts of blackmail,
harassment and abuse of kids to other kids 26 .
Many online video games allow players to communicate live via chat (via text or voice). In
this context, sometimes children verbally abuse other children by using threats and bad
language. Other times, they go much further and the cyberbully manages to hurt another
player, by hacking into his account or spreading rumours to get him expelled from the
game.
Although there are moderators in the chats, private chats are not controlled. So many
online video games warn of this situation with icons like the one included below.
Illustration 2: Warning from ESRB on chat conversations
Anyone can be a cyberbully, even victims of

harassment in the real world, using the anonymity of
the virtual world to take revenge on their bullies or
peers who do not treat them well in the real world.
The importance of cyberbullying is that this behaviour involves psychological damage to

cybervictims, such as anxiety, isolation or panic, which can worsen and become severe.
26
Legal guide on Cyberbullying and Grooming. Available at:
http://www.inteco.es/Seguridad/Observatorio/manuales_es/guiaManual_groming_ciberbullying

4.5 GROOMING
Grooming is the set of strategies developed by an adult to gain a child’s trust over the
Internet with the ultimate aim of obtaining sexual concessions 27 .
As in the previous case, chats in video games are a space used by adults to coerce
children under false pretences. Besides the absence of a control on these private chat
rooms, often other controls fail, such as age verification of video games that can be easily
tricked by adults.
Paedophiles and sexual predators aim to obtain images of

children via their mobile phones, digital cameras or webcams,
which are more or less explicit, or even arrange to meet in the
real world. In return, they promise the child some kind of prize,
another video game or illegal substances. The consequences in
this case may not only cover psychological damage but also
physical damage, if it results in sexual aggression when
meeting alone with the child.
4.6 TECHNOLOGICAL RISKS
Technological risks are associated with malware (malicious software) or a malicious

program created by cyberbullies to cause harm or take advantage of others, using the
Internet as a channel to achieve their purpose. In everyday language malware is
commonly associated with computer viruses; even the category of malware includes
adware, backdoors, spyware, robots programs, Trojans, worms, etc.
Online video games and video game downloads require an Internet connection, through
which you can get malware attacks, for example:
• By downloading a game from a page containing a computer virus.
• By clicking a link in forums of a game without checking the page is correct.
• By filling out information on a website without being certain that it is the correct
one.
• By connecting to an online game from a public place or through an unprotected

wireless network.
27
Source: Friendly Screens. Available at: http://www.pantallasamigas.net/

• By connecting to an online game with no firewall or antivirus active.
• By giving personal information through chat groups in a game.
• By clicking on the online advertising on video game web pages.
While online video games or those available for downloading are vulnerable to malware,
the consequences will depend on the type of malicious program acting in each case. In
some cases, these will be visible and the operation of the support or video game program
will be altered (by the constant appearance of annoying jokes, failures in the game and
the machine, confusion when opening a page, etc.) In other cases, the consequences can
appear in the form of remotely kidnapping the computer or buying unwanted programs or
applications.
Indeed, the most significant threat in digital entertainment is related to the search for
economic gain. Cyberbullies use different malware to perform online fraud, consisting of
deception to get money, bank account theft and impersonating original pages through
false ones where users enter their data, etc.
It is increasingly common to download online games or those for mobiles in successive

steps, but it is also usual for a payment per download to be requested. Without adult
supervision, children can subscribe to fraudulent or chain downloads, with consequent
economic loss.
Therefore, the game, conversations and buying video games or attributes through the
Internet involve technological risks for information security. The damage caused by
malware can be aggravated if the computer is not adequately protected, for example with
antivirus and firewall programs.

5. TIPS AND TOOLS FOR PARENTS AND
EDUCATORS
5 TIPS AND RECOMMENDATIONS TO USE VIDEO GAMES SAFELY
Adults in the family and educational environment are the closest point of reference
children have when faced with a problem, even in the virtual world, and therefore they are
the first people who can detect a dangerous situation and respond to the child's request or
need for help.
This section aims to give advice to adults caring for children on the usage habits,
purchasing and tools available to enhance security, which cannot only solve or mitigate a
dangerous situation, but may anticipate risks and prevent them.
5.1 RULE FOR A SUITABLE PURCHASE
When purchasing a video game it should be checked beforehand that it is suitable for the
child and is in line with their personal development.
The guidelines for conducting this check are:
• Review the cataloguing of the relevant standard by consulting the websites of

these standards (such as the aforementioned PEGI 28 and ESRB 29 ).
• If you do not have an Internet connection, you can perform the verification when
purchasing the video game, because the game’s packaging has to identify the
specifications of the game in relation to the graphics system of each standard.
Illustration 3: Information included on the cover of a video game
28
Available at: http://www.pegi.info/es/index/id/521
29
Available at: http://www.esrb.org/index-js.jsp

• For more information, you can use forums and pages specialising in video
games, or someone you trust who has had the opportunity to use this game 30 .
The PEGI and ESRB cataloguing standards are detailed below.
Pan European Game Information (PEGI)
The European standard includes indicators of the recommended minimum age of use and
cataloguing of potentially conflicting features
Table 5: PEGI CODE
Icon Description
Recommended age rating to start use
Over 3 years old

Content suitable for all age groups.
• Some degree of violence in a comical context is accepted (usually forms of
violence typical of cartoons like Bugs Bunny or Tom and Jerry).
• The child should not be able to relate the characters on the screen with real-
life characters.
• The game should not contain any sounds or images that could scare or
frighten young children. No bad language should be heard and it should not
contain scenes of nudity or any reference to sexual activity.
Over 7 years old

Games may be considered suitable for this category that are normally rated for 3
year olds but contain scenes or sounds that may shock.
Scenes with partial nudity are allowed, but never in a sexual context.
Over 12 years old

These show violence that is somewhat more graphic in nature towards fantasy
characters and/or non-graphic violence towards human-looking characters or
recognisable animals.
Video games are also included showing nudity of a more graphic nature.
Bad language should be light and not contain sexual expletives
Over 16 years old

The portrayal of violence (or sexual activity) reaches a similar level that would be
expected in real life.
Children in this age group should also be able to handle more bad language, the
concept of tobacco and drug use and representing crime.
Over 18 years old

The level of violence reaches such a level that it becomes a representation of brutal
violence and includes elements of specific types of violence. Brutal violence can be
defined as representing violence that produces revulsion in the viewer.
30
See section 5.1.3.3. Links of Interest

Rating by potentially conflicting features of the game
Bad language: the game contains expletives
Discrimination: the game contains discriminatory depictions, or material which may

encourage discrimination
Drugs: the game makes reference or shows drug use
Fear: the game can be frightening or scary for young children
Game: gambling and betting is promoted, or it teaches how to play such games
Sex: The game contains depictions of nudity and/or sexual behaviour or sexual
references
Violence: the game contains depictions of violence
Online: the game can be played online
Source: INTECO
Entertainment Software Rating Board (ESRB)
The American equivalent of European standards makes a similar rating. It is divided into
two sections:
• On the one hand, the suitable age for the game from the point of view of content
rather than its difficulty.
• On the other hand, the other elements that have led to the rating imposed on a
video game.

Table 6: ESRB CODE
Icon Description
EC (Early Childhood)
May be suitable for children over 3 years old. Contains no material that parents
would find inappropriate.
E (Everyone)
May be suitable for children over 6 years old. Titles in this category may contain
minimal violence in cartoons, fantasy or mild violence or infrequent use of mild
language.
E10 (Everyone Ten and Older)

May be suitable for people over 10 years old. Titles in this category may contain
more violence in cartoons, fantasy or mild violence, mild language or minimal
suggestive themes.
T (Teen)
violence, suggestive themes, crude humour, minimal blood, simulated gambling or
infrequent use of strong language.
M (Mature)
intense violence, blood and gore, sexual content and strong language
AO (Adults Only)
Should only be played by people over 18 years old. Titles in this category may
include prolonged scenes of intense violence or graphic sexual content and nudity.
RP (Rating Pending)
The title has been submitted to the ESRB and is awaiting a final rating. (This symbol
appears only in publicity prior to the game being published.)
Source: INTECO
5.2 TIPS FOR RESPONSIBLE AND SAFE USAGE
Tips for parents, guardians and educators in relation to enjoying children’s digital
entertainment are aimed at looking for a space of trust and shared responsibility with their
own children or children in their care.
These tips are:
• Supervise the purchase and installation of the video games. The supervision
in that process is vital to guarantee security and compatibility. In the purchase

time, the seller can help you to choose the best option for the minor. In the
installation time review the game specifications and the support.
• Try your children play in common places at home. Monitoring the game
outside the home, i.e. at friends’ homes, is recommendable too.
• Establish rules of use referred to time and contents. Minors can participate in
that decision giving their point of view.
• Get advice to minors about the importance of privacy on videogames and

Internet, so much theirs as the one of rest of the people in their environment. Alert
them about risks.
• Install necessary security tolls for each computer or device (antivirus, firewall,
antispy), as well as the specific ones for minors (parental control, web blocker and
others). Keep updated your computer’s software.
• Create customized user’s profiles for minors. With that, it’s avoided minors
acceding to adult’s sensitive information.
• Educators must assume their responsibility as reference adults in minor’s

environment. They must facilitate to their students anonymous places or box
mails where they could denounce these situations that damage them.
• Remember: you are not alone! Public organisms, associations, makers, security
forces, etc., can help you.
5.3 WHAT MESSAGES MUST PARENTS GIVE TO MINORS?
Having seen the global advices, some guidelines for boys, girls and teenagers are offered
below in order that they enjoy with videogames safety and confidently:
• Ask to your parents or to the assistant the most recommendable

videogames. Boys, girls and teenagers must tell which are their likings and
preferences. In order that the adults help them to choose the ones most adapted
to these preferences and their age.
• Protecting the personal privacy is important, so the others’. The nicks must
be the unique identification in videogames. What is created in the game
(characters, relationship with other players) must remain in the game.
• No personal information can be shared with strangers, never. The minor must
think about the consequences of strangers accessing to his own personal
information or the others’ one.

• Be careful in videogame’s chats. Don’t be a nuisance nor insult other players
and try to avoid troublesome players.
• If you are in an uncomfortable or dangerous situation, you have to look for

help and tell it to an adult. Your parents and teachers are the nearest adults for
minors. They can help you to fix the situation.
• Be careful with virus downloading games on Internet. You should use an

updated antivirus always. Thus you’ll avoid your computer being infected with
harmful software or that one trying to catch your personal data.
• Be careful downloading games through your mobile phone. Sometimes few

messages are sent before downloading the game so, its price gets expensive.
Children must ask to their parents before downloading a game through their
mobile phone.
• Care about your eyes and your position in front of the screen. Your back has
to be straight and rested in the sitting and shouldn’t be sheens or reflections in the
screen. If you feel inconveniences in your eyes or articulations, it’s necessary
blinking and giving a rest to your body.
5.4 PARENTAL CONTROL TOOLS
Included below are parental control settings tools of the main devices, general protection
tools against the risks described in section 4, as well as a series of links for more
information and knowledge about the world of digital entertainment.
5.4.1 Settings
Here are the instructions to set control mechanisms in the latest generation of game
consoles 31 - Microsoft Xbox 360™, Wii™ from Nintendo, Sony PLAYSTATION®3 and
PSP™ - as well as Windows Vista™.
In the case of parental controls in the Windows XP and Mac OS X, you can consult the
How to activate and configure the parental control in operating systems 32 Legal Guide
developed by the Centre for Information Security and public access.
In addition to restricting games for different levels of content, some controls allow parents
to determine what people the children play with, how and when they do it and for how
long.
31
Taken from the Guide for Parents on Video Games, Controlling Them and Online Security Entertainment Software
Rating Board (ESRB)
32
Available at: https://www.inteco.es/Seguridad/Observatorio/manuales_es/guiaManual_activacion_contol_parent

Microsoft Xbox 360
Step 1: Access the console’s control panel
In the Xbox dashboard, using the lever on the left or the round part in the control, you will
enter System, then Family Settings, and then finally press on the green button to access
Console Controls.
(WARNING: It is possible that the new systems, or those that have recently been updated
for Xbox LIVE, give input to the New Xbox Experience dashboard instead of the Xbox
Dashboard as indicated above. If this happens, you will have to access My Xbox using the
left button or the round pad on your control. Go to the right and select System Settings by
pressing the green A button. Then go down and highlight Family Settings, press the green
A button and select Console Controls. Then follow the steps below.)
Xbox 360 Step 1. Access the Xbox 360 control panel
Screenshot of the Microsoft Xbox 360 environment
Step 2: Select ESRB level
By pressing the green button again, the Game Ratings option appears, where you can
select the highest level of ESRB deemed appropriate for your children (again you will
have to press the green A button).
Xbox 360 Step 2. Select the ESRB level

Screenshot of the Microsoft Xbox 360 environment

Step 3: Select access code
In the Set Pass Code option, you must press the green A button twice and then insert a 4-
digit code using the Xbox controller buttons. In addition, you must select a question and
answer in case you forget or want to change the code.
Select Done in the Set Pass Code and Console Controls screens to register the
mechanisms fixed.
Finally, select Yes, Save Changes to activate.
Other uses of the control panel:
You can also use Console Controls to:
• Activate the Family Timer to limit the total time for which the console can be used
per day or per week.
• Control access to Microsoft’s Xbox Live online service.
• Hide restricted content (games that can be downloaded, trailers and demos) on
Xbox Live Marketplace and in inside Xbox.
Creating individual user accounts:
To open an Xbox Live account separately for each child in the family, you will need
access to Xbox Live Controls (found in Family Settings.)
Other added options are:
• Accepting or blocking access to online games (select Online Gameplay).
• Controlling who the child can communicate and play with, and by what means
(voice, text and/or video) (Select Privacy and Friends).
Nintendo Wii
Step 1: Access the console’s settings panel
In the Wii main menu, using the cursor and the A button on the remote control, select Wii
Options, then Wii Settings.

Wii Step 1. Access the Wii settings panel
Screenshot of the Nintendo Wii Environment
Step 2: Select Parental Controls
Click on the blue arrow to the right, to access the Wii System Settings. Select Parental
Controls and then Yes.
Wii Step 2. Selecting Parental Control in Wii System Settings
Screenshot of the Nintendo Wii environment
Step 3: Setting an access code:
The next step is to create a 4-digit PIN and select OK. The system automatically prompts
you to select a secret question for use in case you forget your identification. Once this
process is completed, select OK.

Wii Step 3. Creating an access code
Step 4: Selecting the game’s rating
After setting the password, the following control will select the highest rated game on the
Wii console. To do this, select Game Settings and PIN. After selecting the rating selection,
press OK, Confirm and Settings Complete.
Wii Step 4. Selecting the game’s rating
Other uses within the parental controls:
You can also go to Other Settings under Parental Controls to:
• Avoid the use of Wii Points in the Wii Shop Channel where you can buy games.
• Restrict user to user communication and sharing user-generated content.
• Block the use of the Internet channel and/or news channel.

Other suggestions:
If the child wants to play online with a friend, they should share and store the Wii number
of each one in the Mii name of the corresponding Address Book. Their Wii console
number can be found in the Address Book.
Sony PlayStation 3 and PlayStation Portable (PSP)
Step 1: Access the console’s security settings
From the main menu, using the left lever or the joystick, access Settings and select
Security Settings by pressing X.
PS3 and PSP Step 1. Access the PS3 and PSP’s security settings
Screenshot of the PS3 and PSP environment
Step 2: Choose a parental control level
Options for restricting games are listed under Parental Control. A system number
indicates the relative level of restriction: the lower the number, the greater the restriction.
PS3 and PSP Step 2. Choosing a PS3 and PSP parental control level

Step 3: Setting a control in the Internet browser
To set controls in the Internet browser, again in Security Settings you will have to choose
Internet Browser Start Control. The options are On and Off. By selecting On, access to
Internet will be blocked.
PS3 and PSP Step 3. Setting a control in the Internet browser
Step 4: Select passwords
The control mechanisms of PLAYSTATION 3 and PSP are set to a 4-digit password. The
password option is 0000 (four zeros). Resetting the password is recommended. To this
end, select Change Password in the Security Settings menu, enter the chosen alternative
and select the new password.
PS3 and PSP Step 4. Selecting passwords
Other suggestions
• From Parental Controls block access to movies on DVD and Blue-ray (high
definition) according to MPAA rating.

• The alternative position blocks content based on the user’s registered age and
restricts exchanges with other players.
• Setting up separate accounts for each child is recommended.
Windows Vista
Step 1: Go to parental control
To open the initial menu, click on the Windows Vista Start button in the lower left corner of
the desktop.
Next, select Instant Search and include par to search for the control mechanisms.
Finally, select Parental Controls.
Windows Vista Step 1. Access the control option to the Windows Vista parental control
Screenshot of the Windows Vista environment
Step 2: Create a personalised account
In the Settings menu, choose Create a new user account, click on the text box and enter a
user name.
In Create Account there are different options to set controls of:
• Web content - blocking access to the Internet.
• Computer games - restricted by the ESRB rating.

• Time Limits - choosing when and for how long the computer can be used.
Windows Vista Step 2. Creating a personalised account in Windows Vista
Screenshot of the Windows Vista environment
Other suggestions:
Create different logins for each child in the family: Use the Activity Viewer to monitor
computer usage and adjust control mechanisms. This is within User Controls in the
Parental Controls section.
5.4.2 Protection Tools

As explained above, children may face threats of a different nature when using video
game software, especially if they are online. It is therefore important that adults know and
apply the measures and tools available to provide security and confidence in using video
games. This section tries to give an indicative view on this subject.
Thus, tools and common security measures for Internet use are equally valid for
protection in the use of video games. For orientation:
• It is recommended to first update the operating system and programs installed on

it.
• In turn, you must have an updated antivirus as well as other security tools to
enhance protection, such as antispyware and firewall programs.
• Measures such as removing temporary files and cookies, hard disk partition,
periodic backups and creating passwords are also recommended.

These tools and measures must be combined with those specifically designed for the
online safety of children, such as:
• Parental control tools.
• Content filtering tools.
• Monitoring chats and instant messaging activity.
5.4.3 Links of interest

In addition to what has been presented in this Guide, there are many documents and web
pages that can assist and provide additional guidance on each of the topics discussed.
Associations and Initiatives
Protégeles: http://www.protegeles.com
Pantallas Amigas: http://www.pantallasamigas.net
Defensor del Menor (Child’s Ombudsman): http://www.defensordelmenor.org
People and Videogames: http://www.carlosgonzaleztardon.com/peopleandvideogames/
Wiredsafety: http://www.wiredsafety.org
Teenangels: http://www.teenangels.org/
Protection and prevention tools
INTECO: http://www.inteco.es/Seguridad/INTECOCERT/Proteccion/tiles_Gratuitos_2
Toolbar for Internet Explorer: http://www.parentalcontrolbar.org/
Windows Parental Controls:
http://www.microsoft.com/spain/protect/products/family/onecarefamilysafety.mspx
Apple Leopard Parental Controls: http://www.apple.com/

6. RECOMMENDATIONS FOR INDUSTRY AND
THE PUBLIC AUTHORITIES
6 RECOMMENDATIONS FOR INDUSTRY AND THE PUBLIC AUTHORITIES
The role of these institutions in the safe use of video games is fundamental as they must
establish the framework on which the efforts of parents and educators rest. The
recommendations in this section are aimed at strengthening those areas where there is
still work to be done.
These recommendations are grouped into two blocks, one focusing on the industry that
must produce safe games that are clearly aimed at a specific audience and another
focused on the public authorities that must create the legal framework, monitoring tools
and support with outreach initiatives the work of male and female parents and educators.
6.1 RECCOMENDATIONS FOR THE ENTERTAINMENT SOFTWARE INDUSTRY
The industry is aware of the presence of video games among children and teenagers and
the potential they may have on other areas of their life, including cultural or educational
aspects. Similarly, industry must lead trust and safety in playing, which is the reason
why the following recommendations are provided:
• Maintain a proactive attitude in enforcing the legislation and developing and

promoting self-regulation.
• Be constantly alert of new threats that may arise from

technological and social developments.
• Be committed to developing and continuously

improving the access control mechanisms, filters and
parental control. Age verification control should be
strengthened and spot checks should be implemented,
as well as those focused on content control.
• Provide more facilities in the privacy settings as a player and control of personal
data at all times. In particular, it is desirable that the default setting sets the
maximum degree of privacy in the user profile.
• Create tools that make it difficult for third parties to publish personal information
about users, especially in the case of children.
• Act against storing profiles or characters created by players, to prevent attackers

tracking them.
• Provide means for reporting problems occurring in the game. The attacked player
must rely on the anonymity provided by this means to report, while the industry
must make the necessary verifications.

• Provide mechanisms of punishment for offending players in virtual world terms
(expulsion, penalty and advertising their bad conduct in the virtual environment.)
• Promote initiatives to disseminate the benefits of video games on children, working

in this direction with various groups to ensure the safety of the child: public sector,
education sector, associations and NGOs focused on the child, representatives of
parents and guardians, etc.
6.2 RECOMMENDATIONS FOR PUBLIC AUTHORITIES
Public authorities are also obliged to ensure the rights of citizens in the virtual
environment and to promote society’s education and awareness in using video games
and promoting a safe play environment.
The following recommendations are therefore listed below:
• Develop policies that promote seeing the approach equally by adults and children
to new technologies, including video games, in order to overcome the "digital
divide."
• Carry out awareness and prevention training and management of risks associated
with the use of video games, covering the various groups present in the child's life
(parents, guardians and educators). Matters related to implementing new
technologies and safety in the school curriculum.
• Enable the channels for reporting violations as required, as well as advice to

citizens on the security risks associated with the use of video games.
• Ensure the widest dissemination of information within and outside the public
sector, promoting the creation of forums for dialogue that include representatives
of parents, the world of education, industry, associations and NGOs, research and
knowledge centres, the State Security Forces, cross-cutting initiatives, etc.
• Encourage implementing legislation in line with developing new technologies to

ensure people are also legally protected in the virtual world.
• Work with European and international authorities to unify codes of conduct, self-
regulation and harmonise regulatory frameworks. Promote greater flexibility and
efficiency in resolving incidents of supranational importance.

Instituto Nacional
de Tecnologías
de la Comunicación
www.inteco.es
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INFORMATION SECURITY OBSERVATORY

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Parental Guide for safe children usage on video games Page 2 of 47

1.1 WHAT ARE VIDEO GAMES? ................................................................... 6

1.2 TYPES OF VIDEO GAMES ....................................................................... 7

2 CHILDREN AND VIDEO GAMES ................................................11

2.1 CURRENT SITUATION ........................................................................... 11

2.2 TRENDS IN THE USE OF VIDEO GAMES ............................................. 17

3.1 REGULATIONS REGARDING CHILDREN‘S ACCESS TO VIDEO

3.2 SELF-REGULATION ............................................................................... 20

4 RISKS OF VIDEO GAMES...........................................................23

4.1 DEPENDENCY AND ADDICTION........................................................... 24

4.2 RISKS ASSOCIATED WITH THE CONTENT ......................................... 25

4.3 THREATS TO PRIVACY ......................................................................... 25

4.4 CYBERBULLYING .................................................................................. 26

4.6 TECHNOLOGICAL RISKS ...................................................................... 27

5 TIPS AND RECOMMENDATIONS TO USE VIDEO GAMES

5.1 RULE FOR A SUITABLE PURCHASE ................................................... 29

5.2 TIPS FOR RESPONSIBLE AND SAFE USAGE ..................................... 32

5.3 WHAT MESSAGES MUST PARENTS GIVE TO MINORS? ................... 33

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6 RECOMMENDATIONS FOR INDUSTRY AND THE PUBLIC

6.1 RECCOMENDATIONS FOR THE ENTERTAINMENT SOFTWARE

6.2 RECOMMENDATIONS FOR PUBLIC AUTHORITIES............................ 46

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• Help to assimilate abstract concepts (maths, history).

• Enable visual skill to be perfected as well as musical or artistic curiosity

• Promote a collaborative way of working (present in multiplayer games).

As a response to these risks, a range of recommendations are provided to the various

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1.1 WHAT ARE VIDEO GAMES?

For example, a video game is:

• Games for video consoles and personal computers.

• Games for mobile devices (mobile phone, blackberry, PDA,

• A website with a small video game embedded.

• A small file or program that is sent to you by e-mail or you

• Gambling and betting provided by websites.

• Games through YouTube videos.

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• A specific device for playing (Arcade consoles, Tamagotchi, Petimo)

1.2 TYPES OF VIDEO GAMES

• Technology used, which will determine whether an Internet connection is required

1.2.1 CLASSIFICATION BY GENRE

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Action/Shootings Call of Duty, Eve online. Counter Strike

1.1.1 Classification by technology used

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In terms of devices, the versatility provided by multiple gaming devices to incorporate

1.1.2 Classification by the players’ degree of interaction

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Individual Assassin’s creed, Splinter Cell, Minesweeper

1.1.3 Classification by cost

Table 4: Classification of video games by technology used

Ferrari Virtual Race, Battle for Wesnoth,

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2 CHILDREN AND VIDEO GAMES

2.1 CURRENT SITUATION

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Chart 1: Distribution of electronic devices that are used by children (%)

Personal Computer 87.1