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原田英語の時事英語ジュニア｜英語ニュース ワークシート（高校生レベル）

Class ____ No. ____ Name ____________________

ゲームはメンタルにいい？心の健康を学ぶゲームで1年後の落ちこみが少し軽く　532人の実験

Health Game Linked to Fewer Signs of Teen Depression a Year Later

音声・ゲームはこちらから

1High school students who played a video game built around mental health had slightly fewer symptoms of depression a year later than students who played commercial games, a U.S. trial has found. The study, led by researchers at Dartmouth College, appeared in JAMA Network Open in August.

2The trial included 532 students aged 16 to 19, who were recruited through health programs at 15 schools in Connecticut. Each had either shown signs of depression or anxiety or had recently used substances such as alcohol or nicotine. The students were randomly assigned to two groups. A total of 269 played PlaySmart, while 263 played games such as The Sims and Papers, Please, which have no health lessons. Sessions lasted 40 to 60 minutes, once or twice a week, for up to six weeks.

3PlaySmart was created by a lab called play2PREVENT. It puts players in situations based on the real lives of teens. In some scenes, the player sees signs that a friend may be depressed, or must choose whether to go to an adult they trust. Different choices lead to better or worse endings, and the game covers both mental health and drug misuse.

4After 12 months, the PlaySmart group averaged 5.3 points on a depression questionnaire that runs from 0 to 24, compared with 6.42 for the other group. Six weeks after starting, PlaySmart players also had a better attitude about seeing a counselor or therapist. The researchers found signs that this change partly explained lower depression scores at six months, though not at 12 months, and they called that analysis exploratory. The game made no clear difference to anxiety.

5The authors said the effect was small, and depression was not the main outcome the trial was designed to test. Linda Charmaraman of Wellesley College, who did not help develop the game, said many teens think they should wait until things get really bad before asking for help.

Words　単語

symptomsB1名症状（symptom の複数形）signs that show you may be sick
recruitedB2動（人を）集めた、募集したfound and asked people to join
substancesB2名物質（substance の複数形）kinds of matter, such as liquids or powders
randomly外副無作為に、でたらめにwithout any plan or pattern
assignedB1動割り当てた、配置したgave someone a place, job, or group
misuse外名乱用、まちがった使い方using something in a wrong or harmful way
questionnaireB1名質問票、アンケートa list of questions that people answer
attitudeA2名考え方、態度the way you think or feel about something
therapistB2名セラピスト、心の専門家a person trained to help people with problems
exploratory外形さぐりの、下調べのdone to look for first ideas, not final answers

単語のレベル：CEFR-J（『CEFR-J Wordlist Version 1.6』 東京外国語大学投野由紀夫研究室. （URL: https://www.cefr-j.org/download.html より 2026年8月ダウンロード））

1. Reading Quiz　本文の内容に合うものを選ぼう

  1. How were the students divided into two groups?

    A. By their gradesB. By their ageC. RandomlyD. By their favorite games

  2. How long did each session last?

    A. 40 to 60 minutesB. 10 to 15 minutesC. Two to three hoursD. A whole school day

  3. What was the PlaySmart group's average score on the depression questionnaire after 12 months?

    A. 12.0B. 8.5C. 3.1D. 5.3

  4. What change did researchers see in PlaySmart players after six weeks?

    A. They stopped playing other games.B. They had a better attitude about seeing a counselor.C. They got higher grades in math.D. They slept longer every night.

  5. What did Linda Charmaraman say?

    A. Teens should play games every day.B. The study was too small to matter.C. Many teens think they should wait until things get really bad.D. Commercial games are bad for teens.

2. True or False　正しければ T、違っていれば F

  1. (     ) The study was published in JAMA Network Open in August.

  2. (     ) PlaySmart clearly reduced anxiety.

  3. (     ) The authors said the effect was large.

  4. (     ) PlaySmart covers both mental health and drug misuse.

3. Fill in the Blanks　下の語から選んで空らんをうめよう（形を変えずに）

recruitedsymptomsmisusequestionnairerandomlysubstances

  1. Different choices lead to better or worse endings, and the game covers both mental health and drug _____.

  2. The students were _____ assigned to two groups.

  3. After 12 months, the PlaySmart group averaged 5.3 points on a depression _____ that runs from 0 to 24, compared with 6.42 for the other group.

  4. The trial included 532 students aged 16 to 19, who were _____ through health programs at 15 schools in Connecticut.

  5. Each had either shown signs of depression or anxiety or had recently used _____ such as alcohol or nicotine.

  6. High school students who played a video game built around mental health had slightly fewer _____ of depression a year later than students who played commercial games, a U.S. trial has found.

4. Word Order　語を並べかえて正しい文にしよう

  1. ( randomly / The / assigned / groups / were / students / two / to ) .

  2. ( anxiety / to / The / clear / difference / made / no / game ) .

  3. ( was / play2PREVENT / created / PlaySmart / lab / a / called / by ) .

5. Think and Write　英語で答えてみよう

  1. Do you think schools should use video games to teach students about health? Why or why not?（学校は健康について教えるのにテレビゲームを使うべきだと思う？理由も考えよう。）

  2. Why do you think many teens feel they should wait until things get really bad before asking for help?（多くの10代が、事態がとても悪くなるまで助けを求めるのを待つべきだと感じるのはなぜだと思う？）

Answers　解答

1. (1) C　(2) A　(3) D　(4) B　(5) C

2. (1) T　(2) F　(3) F　(4) T

3. (1) misuse　(2) randomly　(3) questionnaire　(4) recruited　(5) substances　(6) symptoms

4.

  1. The students were randomly assigned to two groups.
  2. The game made no clear difference to anxiety.
  3. PlaySmart was created by a lab called play2PREVENT.

全文訳

1心の健康をテーマに作られたテレビゲームで遊んだ高校生は、市販のゲームで遊んだ生徒より、1年後のうつの症状が少しだけ少なかったことが、アメリカの臨床試験でわかりました。ダートマス大学の研究者が中心になったこの研究は、8月に学術誌 JAMA Network Open に載りました。

2試験には16〜19歳の生徒532人が参加しました。コネチカット州の15の学校の保健プログラムを通して集められました。全員が、うつや不安のサインがあったか、最近お酒やニコチンのような物質を使ったことがある生徒でした。生徒は無作為に2つの組に分けられました。269人が PlaySmart で遊び、263人は「ザ・シムズ」や「Papers, Please」のような、健康について学ぶ内容のないゲームで遊びました。1回は40〜60分で、週に1〜2回、最大6週間続きました。

3PlaySmart は、play2PREVENT という研究室が作りました。このゲームは、10代の実際の生活をもとにした場面にプレイヤーを置きます。ある場面では、友だちがうつかもしれないサインに気づいたり、信頼できる大人に相談するかどうかを選んだりします。選び方によって結末がよくも悪くもなり、ゲームは心の健康と薬物の乱用の両方をあつかいます。

412か月後、0〜24点のうつの質問票で、PlaySmart の組の平均は5.3点、もう一方の組は6.42点でした。始めてから6週間で、PlaySmart で遊んだ生徒は、カウンセラーやセラピストに相談することに、より前向きな考えも持つようになっていました。研究者は、この考え方の変化が6か月の時点の点数の低さを一部説明しているようすを見つけましたが、12か月の時点ではそうではなく、その分析は「さぐりの段階」だとしています。不安については、はっきりしたちがいは出ませんでした。

5著者たちは、効果は小さく、うつはこの試験がいちばん調べようとした結果ではなかったと述べています。ゲームの開発に加わっていないウェルズリー大学のリンダ・チャーマラマンさんは、多くの10代は、事態がとても悪くなるまで助けを求めるのを待つべきだと思っていると話しました。

文法ポイント：過去分詞の後置修飾（名詞＋過去分詞＋語句）

過去分詞が語句をともなうと、名詞のうしろに置いて「～された（名詞）」と説明する。本文の a video game built around mental health（心の健康を中心に作られたゲーム）がその例。a lab called play2PREVENT（play2PREVENT と呼ばれる研究室）も同じ形。

出典：JAMA Network Open、Dartmouth College、Science News Explores ほか（記事は原田英語の時事英語ジュニアのオリジナル）｜https://www.haradaeigo.com/jijieigo-junior/news/2026-11-16-health-video-game-teen-depression/