Anderson, C.A. and Dill, K.E. (2000). Video games and aggressive thoughts, feelings,
and behaviour in the laboratory and in life. Journal of Personality and Social Psychology, discussion paper, University of Manchester, Manchester
Cable News Network (CNN) (2008) Video games help kids learn, experts say. Available at http://www.mackenty.org/images/uploads/cnn_story_video_games.pdf
(accessed on 5th December 2009)
Daniel, B.K. (2009). Social Capital Modelling in Virtual Communities: Bayesian Belief Network Approaches, Premier Reference Source. Idea Group Inc.
Dill, K.E. (2007). The Influence of Video Games on Youth: Implications for Learning in the New Millennium. Lenoir-Rhyne
Dill, K.E. and Dill, J.C. (1998). Video game violence: a review of the empirical
literature. Aggression and Violent Behaviour.
Emes, C. E. (1997). Is Mr. Pac Man eating our children? A review of the effects of video games on children. Canadian Journal of Psychiatry.
Gentile, D.A. (2004) The effects of video games on children: what parents need to know. Available at http://www.afim.org/effects1.pdf (accessed on 5th December 2009)
Gentile, D.A. et al (2004) The effects of violent video game habits on adolescent hostility, aggressive behaviours, and school performance. Available at http://www.lionlamb.org/research_articles/study%201.pdf (accessed 6th December 2009)
Huesmann, L. R. (1994). Aggressive behavior: Current perspectives. New York: Plenum Press.
Jenkins, H. (2002). Technology and Education: Games. Webcast. Costa Mesa, Ca: Orange County Department of Education.
Koop, E. (1982) Surgeons general sees danger in video games, New York Times, 10 November
McFarlane, A (2004) Information Technology and Authentic Learning. London: Routledge
McFarlane,A. and Kirriemuir, J. (2004) Literature Review in Games and Learning. FutureLab Series, Report 8. FutureLab. Available www.futurelab.org.uk/research/lit_reviews.htm (accessed on 6th December 2009)
Middaugh E. And Kahne, J. (2008) The Civic Potential of video games. Available at www.civicsurvey.org/White_paper_link_text.pdf (accessed on 6th December 2009)
PHYSorg articles (2008) Strategic video game improves critical cognitive skills in older adults. Available at www.physorg.com/news148193174.html (accessed on 6th December 2009)
Secondary Sources Research Guide (2004) Douglas Barclay Law Library: Secondary Sources of Referencing. Available at http://www.law.syr.edu/Pdfs/1SecondarySources.pdf (accessed on 5thDecember 2009)
Sefton-Green, J. (2003) Literature Review in Informal Learning with Technology Outside School. Report 7, Futurelab Series. Available at: www.futurelab.org.uk/research/lit_reviews.htm (accessed on 6th December 2009)
Whitebread, D (1997). Developing children’s problem-solving: The educational uses of adventure games. London.
Snider, M. (2005). Videogames can actually be good for you: article on USA Today publications.
Squire, K.D. (2007). Video-Game Literacy: A literacy of expertise. Available at website.education.wisc.edu/.../04-video-game%20literacy.pdf (accessed on 4th December 2009)
Takashi, S. (2006) Present State of Videogames and Learning Games: Use and Effects. Available at http://www.oecd.org/dataoecd/0/44/39530659.pdf (accessed on 2nd December 2009)
Teaching Guides from the Tennessee State Library and Archives: Using Primary Resources. Available at http://www.tennessee.gov/tsla/educationoutreach/PrimarySourceLessons1.pdf (accessed on 6th December 2009)
Zimmerman, E. (2004) Narrative, Interactivity, Play, and Games. In Wardrip-Fruin, N. & Harrigan, P. (eds), First Person, MIT Press.
Wednesday, 16 December 2009
EVALUATION
After clearly identifying videogame effects, advantages and disadvantages, the hypotheses mentioned earlier are evaluated thus:
H1: Videogames are the cause of youthful aggressiveness
From the review of related literature, some categories of videogames are seen to be the cause of youthful aggressiveness as supported by Koop 1982 and Dill 2007 who both agree that children become more aggressive after playing aggressive games. Also, Gentile et al (2004) noted that “Playing violent games increases aggressive behaviours, increases aggressive cognitions, increases aggressive emotions, and decreases pro-social behaviours”.
H2: Videogames are suitable for learning.
This hypothesis can be justified because in so many ways, videogames aid in learning. From the review above, it is clear that video games act as an aid and assistance in teaching and impacting knowledge. It also develops the players’ knowledge; especially simulation and strategy games. Also as cited by Snider 2005, some videogames are used as learning aids for children with learning disabilities.
H3: Some videogames affect players’ academic performances negatively
Despite the fact that videogames improve and develop skills in players, some; especially the aggressive and violent ones are seen to affect players’ academic performances in a negative way. This is supported by a Huesmann (1994), who says that violent videogames yield to a negative performance in players’ academics. Also Anderson and Dill (2000) suggest that “children who play computer games do worse than others at school and gamers who play violent computer games are even more vulnerable”. When gamers get addicted, they tend to lose focus and develop an affinity to those games instead of their studies.
CONCLUSION
“Videogames are natural teachers and children find them highly motivating: by virtue of their interactive nature because they are actively engaged with them. These facts make it likely that videogames could have large effects”. Gentile (2004)
Having analysed videogames, and evaluated the identified hypotheses, it can be seen that videogames have very many advantages and disadvantages due to their negative and positive effects on gamers especially the youth who majorly patronize these videogames.
Naturally anything that has advantages also has disadvantages so as videogames are seen to possess advantages; they also have their various disadvantages. Despite the fact that they have very many negative effects leading to their disadvantages, they should not be condemned as they still leave positive impacts on the gamers in so many ways. Some video games like military games contain a level of violence in it, but they still develop problem solving skills in gamers and improve their abilities to provide solutions strategically.
As a recommendation, parents or guardians of gamers of a certain age bracket can try to play these games and actually test them before allowing their children to play them. If they cannot test it themselves, they can get someone to test and analyse these games for them.
H1: Videogames are the cause of youthful aggressiveness
From the review of related literature, some categories of videogames are seen to be the cause of youthful aggressiveness as supported by Koop 1982 and Dill 2007 who both agree that children become more aggressive after playing aggressive games. Also, Gentile et al (2004) noted that “Playing violent games increases aggressive behaviours, increases aggressive cognitions, increases aggressive emotions, and decreases pro-social behaviours”.
H2: Videogames are suitable for learning.
This hypothesis can be justified because in so many ways, videogames aid in learning. From the review above, it is clear that video games act as an aid and assistance in teaching and impacting knowledge. It also develops the players’ knowledge; especially simulation and strategy games. Also as cited by Snider 2005, some videogames are used as learning aids for children with learning disabilities.
H3: Some videogames affect players’ academic performances negatively
Despite the fact that videogames improve and develop skills in players, some; especially the aggressive and violent ones are seen to affect players’ academic performances in a negative way. This is supported by a Huesmann (1994), who says that violent videogames yield to a negative performance in players’ academics. Also Anderson and Dill (2000) suggest that “children who play computer games do worse than others at school and gamers who play violent computer games are even more vulnerable”. When gamers get addicted, they tend to lose focus and develop an affinity to those games instead of their studies.
CONCLUSION
“Videogames are natural teachers and children find them highly motivating: by virtue of their interactive nature because they are actively engaged with them. These facts make it likely that videogames could have large effects”. Gentile (2004)
Having analysed videogames, and evaluated the identified hypotheses, it can be seen that videogames have very many advantages and disadvantages due to their negative and positive effects on gamers especially the youth who majorly patronize these videogames.
Naturally anything that has advantages also has disadvantages so as videogames are seen to possess advantages; they also have their various disadvantages. Despite the fact that they have very many negative effects leading to their disadvantages, they should not be condemned as they still leave positive impacts on the gamers in so many ways. Some video games like military games contain a level of violence in it, but they still develop problem solving skills in gamers and improve their abilities to provide solutions strategically.
As a recommendation, parents or guardians of gamers of a certain age bracket can try to play these games and actually test them before allowing their children to play them. If they cannot test it themselves, they can get someone to test and analyse these games for them.
ADVANTAGES AND DISADVANTAGES OF VIDEOGAMES
Researchers have revealed that some videogames give a high level of engagement and motivation to youngsters as they tend to be more successful in attracting and motivating young people than schools. They are seen to be “winning the competition for the hearts and minds of the young (Sefton-Green, 2003)”. Some others leave negative impact such as violence and addiction on youngsters.
ADVANTAGES
PROVISION OF AN AVENUE FOR FUN AND ENTERTAINMENT
In addition to the fun created by videogames, they also break social and cultural barriers creating an impersonal environment where players socialize irrespective of age, language, ethnic backgrounds, profession. An example is Massively Multiplayer Online Game (MMOG) like Secondlife; which can support thousands of players concurrently and is played on the internet regularly. “MMOGs can enable players to compete with and against others on a grand scale, and sometimes they interact with each other like real life situations” (Daniel, 2009)
DEVELOPMENT AND ENHANCEMENT OF SKILLS
The use of videogames improves skills such as Math skills, decision-making and problem solving skills. “Using videogames favours the development of complex thinking skills related to problem solving” (Whitebread, 1997). Large business organisations adopt the use of decision-making based videogames to aid them in real time decision making processes; the same also applies to the army who use strategic games to enhance their problem solving skills.
AVENUE FOR SELF-DIRECTED LEARNING AND HEALTH PROMOTION KNOWLEDGE
Some videogames are also adopted in the practice of self-directed knowledge as it boosts confidence in some children and gives them a sense of comfort with technology. These boosted self esteems are also transferred to real life situations and helps them cope with and handle real life situations. Some also promotes health knowledge, example: some simulated videogames like Medical Tycoon, Team Hospital, specifically designed to aid self learning for medical institutions, students and doctors
AIDS THERAPY, SPEECH AND LANGUAGE DEVELOPMENT IN CHILDREN WITH AUTISIM
“Brain game systems which use specially designed controllers and helmets with in-built sensors used for monitoring brain activity and a smatbox that receives brain signals; are also used for children with disorders.” (Snider, 2005), he also noted that “If a player’s mind wanders, the smartbox sends signals to the controller hindering acceleration or character movement in the game”. Also, according to Snider (2005), Videogames are prescribed by Psychologists for children who have attention deficit disorder, as it helps them to focus.
AIDS IN TEACHING AND LEARNING
Some videogames developed by Education Arcade are adopted in schools to promote math and literacy (e.g. Labyrinth) or to teach Electromagnetism (e.g. Supercharged). Examples of other similar videogames include: Digital Zoo, Pandora Project, Urban Science etc.
Videogames possess a number of characteristics which help schools transform from traditional environments to progressive learning environments. Takashi (2006) also noted that “introduction of games in class may be quite useful and more effective for learning”.
DEVELOPMENT OF PEOPLE’S INDIVIDUAL DIFFERENCES AND STYLES
“Videogames enable the development of different learning styles, since speed and difficulty level can be adjusted to suit player” (Levine, 1981; Jenkins 2002). Also, they enhance speed of learning and adaptation to knowledge especially in young people and supply the potential to promote creativity
DISADVANTAGES
Despite the advantages, videogames do have disadvantages as they leave negative impacts on youths.
The major disadvantages:
EXHIBITION OF VIOLENT AND AGGRESSIVE BEHAVIOUR
Gamers tend to adopt a violent and aggressive approach towards conflicts. “Performing violent actions in videogames may be more conducive to children's aggression and they tend to display more verbal and physical aggression towards playmates and objects” (Anderson, Dill 2000).
Also “the more children practice violent acts in videogames, the more likely they are to perform violent acts” (Dill K.E. and Dill J.C. 1998). Anderson and Bushman (2001) noted that “violent games increase aggression by teaching observers how to aggress”, and videogames could also reduce empathy while promoting violence.
LOW ACADEMIC PERFORMANCE
Playing videogames could engross gamers that they tend to develop and affinity for them forgetting their studies. Huesmann (1994) cited that “violent videogame exposure is related to decrements in academic achievement because of the disruption of progress in school that is associated with increases in aggressive behaviour”. Also “research to date suggests that parents should be most concerned about 2 things: the amount of time that children play, and the content of the games that they play because the amount of time spent playing videogames has a negative correlation with academic performance” (Gentile 2004).
GAME ADDICTION
Videogames lead to an induced addictive behaviour which could possibly result in truancy or theft. Kirriemuir & McFarlane (2004) noted that “The time traditionally dedicated to ‘better activities’ such as social play and physical recreation, is spent on anti-social, physically and mentally unhealthy game playing, possibly leading to addictive patterns of use.” Although there is no clear definition of when a person becomes addicted to playing videogames, a lot of published information discusses game addiction as a psychological phenomenon. Examples:
A Harris Interactive poll released in April 2007 revealed that 8.5% of "youth gamers" in the United States could be "classified as pathologically or clinically 'addicted' to playing videogames (Harris Interactive 2007)."
A British survey reported in November 2006 showed 12% of polled gamers exhibit addictive behaviours (BBC News, 2006).
Finally, a governmental survey in South Korea estimated that 2.4% of South Koreans aged 9 to 39 are addicts, with 10.2% more "borderline cases (Washington Post Foreign Service, 2006)."
YOUTHS' ATTITUDES TOWARD GENDER STEREOTYPES
Based on conceptions, males use ICT more than females for Internet and entertainment (email, chat, play videogames, download music or software), but the most pronounced gender differences are in reported use of computer games. On average, (PISA, 2003) researches revealed that males are twice as likely as females to play videogames frequently (70% and 35% respectively). In Denmark and Sweden the gap is even wider, with more than 80% of males frequently playing computer games. In the United States, where the gap is narrower, over 1/2 of females aged 15 frequently use computers for games. This means that videogames are mostly played by boys than girls and Cassell & Jenkins (1999) cited that this poses a problem because early differential preferences between boys and girls threaten to worsen as technological literacy increasingly becomes a general precondition for employment.
ADVANTAGES
PROVISION OF AN AVENUE FOR FUN AND ENTERTAINMENT
In addition to the fun created by videogames, they also break social and cultural barriers creating an impersonal environment where players socialize irrespective of age, language, ethnic backgrounds, profession. An example is Massively Multiplayer Online Game (MMOG) like Secondlife; which can support thousands of players concurrently and is played on the internet regularly. “MMOGs can enable players to compete with and against others on a grand scale, and sometimes they interact with each other like real life situations” (Daniel, 2009)
DEVELOPMENT AND ENHANCEMENT OF SKILLS
The use of videogames improves skills such as Math skills, decision-making and problem solving skills. “Using videogames favours the development of complex thinking skills related to problem solving” (Whitebread, 1997). Large business organisations adopt the use of decision-making based videogames to aid them in real time decision making processes; the same also applies to the army who use strategic games to enhance their problem solving skills.
AVENUE FOR SELF-DIRECTED LEARNING AND HEALTH PROMOTION KNOWLEDGE
Some videogames are also adopted in the practice of self-directed knowledge as it boosts confidence in some children and gives them a sense of comfort with technology. These boosted self esteems are also transferred to real life situations and helps them cope with and handle real life situations. Some also promotes health knowledge, example: some simulated videogames like Medical Tycoon, Team Hospital, specifically designed to aid self learning for medical institutions, students and doctors
AIDS THERAPY, SPEECH AND LANGUAGE DEVELOPMENT IN CHILDREN WITH AUTISIM
“Brain game systems which use specially designed controllers and helmets with in-built sensors used for monitoring brain activity and a smatbox that receives brain signals; are also used for children with disorders.” (Snider, 2005), he also noted that “If a player’s mind wanders, the smartbox sends signals to the controller hindering acceleration or character movement in the game”. Also, according to Snider (2005), Videogames are prescribed by Psychologists for children who have attention deficit disorder, as it helps them to focus.
AIDS IN TEACHING AND LEARNING
Some videogames developed by Education Arcade are adopted in schools to promote math and literacy (e.g. Labyrinth) or to teach Electromagnetism (e.g. Supercharged). Examples of other similar videogames include: Digital Zoo, Pandora Project, Urban Science etc.
Videogames possess a number of characteristics which help schools transform from traditional environments to progressive learning environments. Takashi (2006) also noted that “introduction of games in class may be quite useful and more effective for learning”.
DEVELOPMENT OF PEOPLE’S INDIVIDUAL DIFFERENCES AND STYLES
“Videogames enable the development of different learning styles, since speed and difficulty level can be adjusted to suit player” (Levine, 1981; Jenkins 2002). Also, they enhance speed of learning and adaptation to knowledge especially in young people and supply the potential to promote creativity
DISADVANTAGES
Despite the advantages, videogames do have disadvantages as they leave negative impacts on youths.
The major disadvantages:
EXHIBITION OF VIOLENT AND AGGRESSIVE BEHAVIOUR
Gamers tend to adopt a violent and aggressive approach towards conflicts. “Performing violent actions in videogames may be more conducive to children's aggression and they tend to display more verbal and physical aggression towards playmates and objects” (Anderson, Dill 2000).
Also “the more children practice violent acts in videogames, the more likely they are to perform violent acts” (Dill K.E. and Dill J.C. 1998). Anderson and Bushman (2001) noted that “violent games increase aggression by teaching observers how to aggress”, and videogames could also reduce empathy while promoting violence.
LOW ACADEMIC PERFORMANCE
Playing videogames could engross gamers that they tend to develop and affinity for them forgetting their studies. Huesmann (1994) cited that “violent videogame exposure is related to decrements in academic achievement because of the disruption of progress in school that is associated with increases in aggressive behaviour”. Also “research to date suggests that parents should be most concerned about 2 things: the amount of time that children play, and the content of the games that they play because the amount of time spent playing videogames has a negative correlation with academic performance” (Gentile 2004).
GAME ADDICTION
Videogames lead to an induced addictive behaviour which could possibly result in truancy or theft. Kirriemuir & McFarlane (2004) noted that “The time traditionally dedicated to ‘better activities’ such as social play and physical recreation, is spent on anti-social, physically and mentally unhealthy game playing, possibly leading to addictive patterns of use.” Although there is no clear definition of when a person becomes addicted to playing videogames, a lot of published information discusses game addiction as a psychological phenomenon. Examples:
A Harris Interactive poll released in April 2007 revealed that 8.5% of "youth gamers" in the United States could be "classified as pathologically or clinically 'addicted' to playing videogames (Harris Interactive 2007)."
A British survey reported in November 2006 showed 12% of polled gamers exhibit addictive behaviours (BBC News, 2006).
Finally, a governmental survey in South Korea estimated that 2.4% of South Koreans aged 9 to 39 are addicts, with 10.2% more "borderline cases (Washington Post Foreign Service, 2006)."
YOUTHS' ATTITUDES TOWARD GENDER STEREOTYPES
Based on conceptions, males use ICT more than females for Internet and entertainment (email, chat, play videogames, download music or software), but the most pronounced gender differences are in reported use of computer games. On average, (PISA, 2003) researches revealed that males are twice as likely as females to play videogames frequently (70% and 35% respectively). In Denmark and Sweden the gap is even wider, with more than 80% of males frequently playing computer games. In the United States, where the gap is narrower, over 1/2 of females aged 15 frequently use computers for games. This means that videogames are mostly played by boys than girls and Cassell & Jenkins (1999) cited that this poses a problem because early differential preferences between boys and girls threaten to worsen as technological literacy increasingly becomes a general precondition for employment.
RESEARCH METHODOLOGY
The major research methodology utilized for this paper was an analysis of both secondary and primary research literature which concentrates on videogames and gamers.
Primary Research Sources
The primary sources used to facilitate this work include Web advertisements of videogames, research notes and files of various researches already conducted on videogames etc. The reason for utilizing these primary sources is that according to the Teaching Guides from the Tennessee State Library and Archives, “Primary sources develop critical thinking skills, helps in considering different points of view in analysis…” With the use of these primary sources, I was able to critically analyse articles on videogames and its effects.
Secondary Research sources
I also utilized some secondary sources in order to complete this work. Some of these include: text books, journal articles, books, and reference sources which are all related to videogames.
According to Secondary Sources Research Guide 2004 “Secondary sources offer: helpful introductions to the subject area, explanations of new or difficult concepts, descriptions and analysis of the subject area, citations to primary sources through footnotes and annotations…”
The use of secondary sources for research was helpful as they gave a better description and clearer understanding of the facts I noted from the primary sources.
Primary Research Sources
The primary sources used to facilitate this work include Web advertisements of videogames, research notes and files of various researches already conducted on videogames etc. The reason for utilizing these primary sources is that according to the Teaching Guides from the Tennessee State Library and Archives, “Primary sources develop critical thinking skills, helps in considering different points of view in analysis…” With the use of these primary sources, I was able to critically analyse articles on videogames and its effects.
Secondary Research sources
I also utilized some secondary sources in order to complete this work. Some of these include: text books, journal articles, books, and reference sources which are all related to videogames.
According to Secondary Sources Research Guide 2004 “Secondary sources offer: helpful introductions to the subject area, explanations of new or difficult concepts, descriptions and analysis of the subject area, citations to primary sources through footnotes and annotations…”
The use of secondary sources for research was helpful as they gave a better description and clearer understanding of the facts I noted from the primary sources.
LITERATURE REVIEW
Videogames are games, and according to Zimmerman (2004), a game is a voluntary interactive activity, in which one or more players follow rules that constrain their behaviour, enacting an artificial conflict that ends in a quantifiable outcome.” So videogames consist of activities which are interactive, can be played by one or more players and also follow rules. They are goal-oriented and offer virtual experiences. Videogames could sometimes be a story or challenge which does not need stories; example: Tetris game.
Over the years, videogames designs have been constantly modified from the interactive, animated games to more sophisticated platforms, attracting more players especially youth and teenagers. According to Kahne et al (2008), “Youth play these games on computers, game consoles, portable gaming devices, and cell phones; they play alone, with others online, with friends in the room, as part of team or guild in school, supervised, and unsupervised.”
These videogames play significant roles in the lives of young people of today as cited by Emes (1997) “videogame playing may be a useful means of coping with pent-up and aggressive energies”. Also, these significant roles could either be positive or negative effects. According to an article on Physorg.com, “researchers found that training on videogames did improve the participants’ performance and they became significantly better and faster at switching between tasks”. This indicates that some videogames could develop and improve players’ skills. According to Dill (2007), “Games with positive contents show positive effects, example: playing a dancing videogame can help children lose weight”, an example of this game is the Konami’s Dance Revolution, 2007. The ‘Guitar Hero’ game also leaves positive effects on players as it could increase their music knowledge and improve their guitar playing skills.
Most negative effects impacted by videogames are usually as a result of playing violent video games which might cause the players to sought violence in conflict resolutions. Koop (1982) noted that “Since the late 1970s when videogame playing joined television as a preferred childhood leisure activity, one of the main concerns that have constantly been raised is that most games feature some kind of aggression which has led some to believe that children become more aggressive after playing such games”. Apart from aggression, videogames also cause gambling or an addiction as supported by Dill (2007), who stated that “13% of a set of adolescents who were surveyed sacrificed other activities and compulsively invested money and time in gaming.”
The positive or negative effects of videogames depends on its category, since as stated earlier, Dill (2007) is of the opinion that games which have positive contents affect players in a positive way. These categories are examined below.
CATEGORIES OF VIDEOGAMES
1. Videogames do not have standardized categories but below are some of the possible categories of most commonly used games as cited by Kirriemuir & Mc Farlane (2004) in Futurelab’s games and learning literature review.
a. Adventure Games: The player solves logic puzzles which helps him/her progress through stages of the game seen as a virtual world.
b. Simulation Games: The player has to succeed in a place or situation by making real time decisions. This is mostly used in institutions of learning and business organisations to improve decision making skills.
c. Action Games: Some of these action games are shooting games while some can be reaction games. Some of these ones contain violent scenes.
d. Fighting games: The player fights computer or human controlled character(s)..
e. Puzzle Games: The player solves series of puzzles.
f. Strategy games: The player makes strategic decisions such as commanding armies within battles. Example: Millitary games – U.S. Navy Seals.
g. Sports Games: The player is involved in sports like soccer, basketball.
h. Role-playing Games: The player takes up characteristics of another person or a creature.
2. Research videogames: These differentiate multiplayer and individual games and are used in modern research studies. They have high educational advantages especially the Massively Multiplayer Online Role playing Games example: Ultima Online.
3. Educational videogames: These are used to identify educational prospectives. According to Egenfeldt-Nielsen (2006), these have 3 categories:
a. Commercial entertainment or mainstream videogames: highly motivational for youth and have high educational goals. Example The Sims, Civilization.
b. Research-based educational videogames: These have background information used for learning and they exhibit new approaches to learning, but do not possess qualities which can be compared with new commercial games. Examples: Phoenix Quest, Zoombinis etc.
c. Commercial educational videogames: These are designed to teach the players particular skills like: algebra or spelling. Examples: Math Blaster etc.
Over the years, videogames designs have been constantly modified from the interactive, animated games to more sophisticated platforms, attracting more players especially youth and teenagers. According to Kahne et al (2008), “Youth play these games on computers, game consoles, portable gaming devices, and cell phones; they play alone, with others online, with friends in the room, as part of team or guild in school, supervised, and unsupervised.”
These videogames play significant roles in the lives of young people of today as cited by Emes (1997) “videogame playing may be a useful means of coping with pent-up and aggressive energies”. Also, these significant roles could either be positive or negative effects. According to an article on Physorg.com, “researchers found that training on videogames did improve the participants’ performance and they became significantly better and faster at switching between tasks”. This indicates that some videogames could develop and improve players’ skills. According to Dill (2007), “Games with positive contents show positive effects, example: playing a dancing videogame can help children lose weight”, an example of this game is the Konami’s Dance Revolution, 2007. The ‘Guitar Hero’ game also leaves positive effects on players as it could increase their music knowledge and improve their guitar playing skills.
Most negative effects impacted by videogames are usually as a result of playing violent video games which might cause the players to sought violence in conflict resolutions. Koop (1982) noted that “Since the late 1970s when videogame playing joined television as a preferred childhood leisure activity, one of the main concerns that have constantly been raised is that most games feature some kind of aggression which has led some to believe that children become more aggressive after playing such games”. Apart from aggression, videogames also cause gambling or an addiction as supported by Dill (2007), who stated that “13% of a set of adolescents who were surveyed sacrificed other activities and compulsively invested money and time in gaming.”
The positive or negative effects of videogames depends on its category, since as stated earlier, Dill (2007) is of the opinion that games which have positive contents affect players in a positive way. These categories are examined below.
CATEGORIES OF VIDEOGAMES
1. Videogames do not have standardized categories but below are some of the possible categories of most commonly used games as cited by Kirriemuir & Mc Farlane (2004) in Futurelab’s games and learning literature review.
a. Adventure Games: The player solves logic puzzles which helps him/her progress through stages of the game seen as a virtual world.
b. Simulation Games: The player has to succeed in a place or situation by making real time decisions. This is mostly used in institutions of learning and business organisations to improve decision making skills.
c. Action Games: Some of these action games are shooting games while some can be reaction games. Some of these ones contain violent scenes.
d. Fighting games: The player fights computer or human controlled character(s)..
e. Puzzle Games: The player solves series of puzzles.
f. Strategy games: The player makes strategic decisions such as commanding armies within battles. Example: Millitary games – U.S. Navy Seals.
g. Sports Games: The player is involved in sports like soccer, basketball.
h. Role-playing Games: The player takes up characteristics of another person or a creature.
2. Research videogames: These differentiate multiplayer and individual games and are used in modern research studies. They have high educational advantages especially the Massively Multiplayer Online Role playing Games example: Ultima Online.
3. Educational videogames: These are used to identify educational prospectives. According to Egenfeldt-Nielsen (2006), these have 3 categories:
a. Commercial entertainment or mainstream videogames: highly motivational for youth and have high educational goals. Example The Sims, Civilization.
b. Research-based educational videogames: These have background information used for learning and they exhibit new approaches to learning, but do not possess qualities which can be compared with new commercial games. Examples: Phoenix Quest, Zoombinis etc.
c. Commercial educational videogames: These are designed to teach the players particular skills like: algebra or spelling. Examples: Math Blaster etc.
INTRODUCTION
Since the introduction of videogames in the United States in the 1970s, videogames have been a favourite for young people especially teenagers. These games were initially designed as interactive, animated games in the early 80’s, in the mid 80’s, sophisticated and refined graphics were introduced and today, more innovative games have been designed to include electronic games, handheld games and even computer games. In the U.S., studies have revealed that most teenagers spend more time playing videogames and computer games than watching educative channels on the television. Specifically, 13 to 17 year-olds spend 1.5 hours daily on home digital media while only 3.5 hours watching television. (Grunwald, 2004).
Videogames play essential roles in the lives of most young people today as they are used for leisure activities and some movies are also converted into videogames which gets people even more involved.
Simulated videogames are adopted by institutions for educative and training purposes, while some are used to improve decision making skills especially in large business organisations and even the army.
Throughout this paper, the term ‘videogames’ is used to cover all the digital-gaming media. This includes: Subscription or free online games, Computer based games (both those stored in CDs or DVDs and those downloaded from the internet), videogames with console played on the television and handheld electronic videogames.
HYPOTHESIS
For the purpose of this work, the following hypotheses arose:
H1: Videogames are the cause of youthful aggressiveness
H2: Videogames are suitable for learning.
H3: Some videogames affect players’ performances academically
Videogames play essential roles in the lives of most young people today as they are used for leisure activities and some movies are also converted into videogames which gets people even more involved.
Simulated videogames are adopted by institutions for educative and training purposes, while some are used to improve decision making skills especially in large business organisations and even the army.
Throughout this paper, the term ‘videogames’ is used to cover all the digital-gaming media. This includes: Subscription or free online games, Computer based games (both those stored in CDs or DVDs and those downloaded from the internet), videogames with console played on the television and handheld electronic videogames.
HYPOTHESIS
For the purpose of this work, the following hypotheses arose:
H1: Videogames are the cause of youthful aggressiveness
H2: Videogames are suitable for learning.
H3: Some videogames affect players’ performances academically
ABSTRACT
ABSTRACT
“Videogames such as ‘Warcraft’ attract thousands of simultaneous players making them the most popular online entertainment system in the last two decades.” (Daniel, 2009). They have influenced people in so many ways and are becoming known for their capabilities of establishing social connections amongst players. These videogames provide players with platforms or scenarios where they can interact socially and build relationships beyond workplaces, schools and homes.
Daniel (2009) suggested that “while both multiplayer and traditional single player videogames present a double-edged sword such as: greater negative consequences (decreased health, deprived from sleep, socialization and academic work), multiplayer online videogames garner far greater positive results, (greater enjoyment in playing, increase interest in playing and a rise in the acquisition of new friendship)”. In the educational field, researchers have found great advantages in videogames; reading and writing practices, cooperative problem solving which make use of skills in Information technology and very well specified languages and scientific habits.
“Videogames such as ‘Warcraft’ attract thousands of simultaneous players making them the most popular online entertainment system in the last two decades.” (Daniel, 2009). They have influenced people in so many ways and are becoming known for their capabilities of establishing social connections amongst players. These videogames provide players with platforms or scenarios where they can interact socially and build relationships beyond workplaces, schools and homes.
Daniel (2009) suggested that “while both multiplayer and traditional single player videogames present a double-edged sword such as: greater negative consequences (decreased health, deprived from sleep, socialization and academic work), multiplayer online videogames garner far greater positive results, (greater enjoyment in playing, increase interest in playing and a rise in the acquisition of new friendship)”. In the educational field, researchers have found great advantages in videogames; reading and writing practices, cooperative problem solving which make use of skills in Information technology and very well specified languages and scientific habits.
Wednesday, 11 November 2009
THE ADVANTAGES AND DISADVANTAGES OF VIDEOGAMES
LEARNING AND SKILLS DEVELOPMENT
THE ADVANTAGES AND DISADVANTAGES OF VIDEOGAMES
SUBMITTED BY
NWERI EKENEDILICHUKWU KENNETH
0923536
ANGLIA RUSKIN UNIVERSITY
NOVEMBER 2009 13th 2009
ABSTRACT
“Video games such as ‘Warcraft’ attract thousands of simultaneous players making them the most popular online entertainment system in the last two decades.” (Daniel, 2009). They have influenced people in so many ways and are tremendously becoming known for their capabilities of establishing social connections amongst players. These videogames provide players with platforms or scenarios where they can interact socially and build relationships beyond workplaces, schools and homes.
Daniel (2009) suggested that “while both multiplayers and traditional single player videogames present a double-edged sword such as: greater negative consequences (decreased health, deprived from sleep, socialization and academic work), multiplayer online videogames garner far greater positive results, (greater enjoyment in playing, increase interest in playing and a rise in the acquisition of new friendship)”. In the educational field, researchers have found great advantages in videogames; reading and writing practices, cooperative problem solving which make use of skills in Information technology and very well specified languages and scientific habits.
INTRODUCTION
Since the introduction of video games in the United States in the 1970s, video games have been a favourite for young people especially teenagers. These games were initially designed as interactive, animated games in the early 80’s, in the mid 80’s, sophisticated and refined graphics were introduced and today, more innovative games have been designed to include electronic games, handheld games and even computer games. In the U.S., studies have revealed that most teenagers spend more time playing video games and computer games than watching educative channels on the television. Specifically, 13 to 17 year old spend 1.5 hours daily on home digital media while only 3.5 hours watching television. (Grunwald, 2004).
Video games play essential roles in the lives of most young people today as they are used for leisure activities and some movies are also being converted into video games which gets people even more involved.
Simulated video games are adopted by institutions for educative and training purposes, while some are used to improve decision making skills especially in large business organisations and even in the army.
Video games have different categories; which would be examined in this paper. Some of these categories have advantages as they affect users positively while some affect others negatively especially teenagers who use them more often.
CATEGORIES OF VIDEO GAMES
1. Video games do not have standardized categories but below are some of the possible categories of most commonly used games as cited by Kirriemuir & Mc Farlane (2004) in Futurelab’s games and learning literature review.
a. Adventure Games: The player solves logic puzzles which helps him/her progress through stages of the game seen as a virtual world.
b. Simulation Games: The player has to succeed in a place or situation by making real time decisions. This is mostly used in institutions of learning and business organisations to improve decision making skills.
c. Action Games: Some of these action games are shooting games while some can be reaction games. Some of these ones contain violent scenes.
d. Fighting games: The player fights computer controlled character or characters controlled by other players.
e. Puzzle Games: The player solves series of puzzles.
f. Strategy games: The player makes strategic decisions such as commanding armies within battles. Example: Millitary games – U.S. Navy Seals.
g. Sports Games: The player is involved in sports like soccer, basketball.
h. Role-playing Games: The player takes up characteristics of another person or a creature.
2. Research video games: Another category of games are the ones which differentiates multiplayer and individual games and they are used in modern research studies. These games have high educational advantages especially the Massively multiplayer online role playing games example: Ultima Online.
3. Educational video games: These games are used to identify educational prospective. According to Egenfeldt-Nielsen (2006), these educational games have 3 categories:
a. Commercial entertainment or mainstream videogames: These games are very motivational for youth and have high educational goals. Example The Sims, Civilization etc.
b. Research-based educational video games: These games have background information used for learning and they exhibit new approaches to learning, but they do not possess the qualities which can be compared with the new commercial games. Examples of these research-based games are Phoenix Quest, Zoombinis etc.
c. Commercial educational videogames: These games are designed to teach the player particular skills like: algebra, spelling or problem solving. Examples are: Math Blaster etc.
ADVANTAGES AND DISADVANTAGES OF VIDEOGAMES
The act of playing Video games which is a social and cultural activity has its advantages and disadvantages and the major group of people affected are the young people who majorly patronize these video games. Researches have revealed that some give a high level of engagement and motivation to youngsters as they tend to be more successful in attracting and motivating young people than schools. They are seen to be “winning the competition for the hearts and minds of the young (Sefton-Green, 2003)”
Some others leave negative impact such as violence and addiction on youngsters.
ADVANTAGES OF VIDEOGAMES
Some advantages of video games are:
PROVISION OF AN AVENUE FOR FUN AND ENTERTAINMENT
In addition to the fun created by videogames, they also break social and cultural barriers creating an impersonal environment where players socialize irrespective of age, language, ethnic backgrounds, profession. An example is Massively Multiplayer Online Game (MMOG) like Secondlife; which can support thousands of players concurrently and is played on the internet regularly. “MMOGs can enable players to compete with and against others on a grand scale, and sometimes they interact with each other like real life situations” (Daniel, 2009)
DEVELOPMENT AND ENHANCEMENT OF SKILLS
The use of videogames improves skills such as Math skills, decision-making and problem solving skills. “Using video games favours the development of complex thinking skills related to problem solving” (Whitebread, 1997). Large business organisations adopt the use of decision-making based video games to aid them in real time decision making processes, the same also applies to the army who use strategic games to enhance their problem solving skills.
AVENUE FOR SELF-DIRECTED LEARNING AND HEALTH PROMOTION KNOWLEDGE
Some videogames are also adopted in the practice of self-directed knowledge as it boosts confidence in some children and gives them that sense of comfort with technology. It also promotes health knowledge as some simulated videogames like Medical Tycoon, Team Hospital are specifically designed to aid self learning for medical students, doctor and medical institutions.
AIDS SPEECH AND LANGUAGE DEVELOPMENT IN CHILDREN WITH AUTISIM
“Brain game systems which use specially designed controllers and helmets with in-built sensors used for monitoring brain activity and a smatbox that receives brain signals; are also used for children with disorders.” (Snider, 2005), he also noted that “If a player’s mind wanders, the smartbox sends signals to the controller hindering acceleration or character movement in the game”
CREATION OF A SENSE OF TECHNOLOGY AWARENESS IN CHILDREN
They feel comfortable with technology. Videogames also boosts self esteem and confidence as they make progress in the games. These boosted self esteems are also transferred to real life situations and helps them cope with and handle real life situations.
PROVISION OF THERAPY FOR RESTRICTED CHILDREN
According to Snider (2005), Videogames are prescribed by Psychologists for children who have attention deficit disorder, as it helps them to focus.
AIDS IN TEACHING AND LEARNING
Some videogames developed by Education Arcade are adopted in schools to promote math and literacy (e.g. Labyrinth) or to teach Electromagnetism (e.g. Supercharged). Examples of other similar videogames include: Digital Zoo, Pandora Project, Urban Science etc.
In terms of culture and education, videogames unveil a broad cultural change as a result of the inevitable presence of digital technologies in our everyday lives. They are seen to possess a number of characteristics which help schools in transforming from traditional environments to progressive learning environments.
DEVELOPMENT OF PEOPLE’S INDIVIDUAL DIFFERENCES AND STYLES
“Videogames enable the development of different learning styles, since speed and difficulty level can be adjusted according to player (Levine, 1981; Jenkins 2002). In addition to this, videogames also enhances the speed of learning and adaptation to knowledge especially in young people.
In addition, also video games supply the potential to promote creativity
DISADVANTAGES OF VIDEOGAMES
Despite the advantage lot, video games could have more disadvantages as their negative impacts on youth seem to be more than their positive impacts.
The major disadvantages of Videogames are:
A. Exhibition of violent and aggressive behaviour: Youth or gamers tend to adopt a violent and aggressive approach towards conflicts. “Performing violent actions in video games may also be more conducive to children' s aggression and they tend to display more verbal and physical aggression towards playmates and objects” (Anderson, Dill 2000).
Also according to Dill K.E. and Dill J.C. (1998), “The more children practice violent acts ‘in video games’, the more likely they are to perform violent acts”. Researches have also revealed that playing violent and aggressive games and increased aggressive behaviour have but a short-term relationship between them. Anderson and Bushman (2001) noted that “violent media increase aggression by teaching observers how to aggress”.
Video games could also reduce empathy for people while promoting violence.
According to Claro(2007) “Views on violence and game players are often polarized and entrenched, even amongst academic researches. There are basically 2 positions:
1. One that affirms that playing violent games e.g. (Wolfenstein, Mortal Combat etc) and
2. Ones that are helpful to cope with anger and other negative feelings.” Also “Video games may be a useful means of coping with (or releasing) pent-up aggression” (Emes 1997).
B. Low Academic performance: Playing video games could get youth so involved that they tend to develop and affinity for it forgetting their studies.
C. Decrease in trust and Increased Fright
D. Game Addiction: Video games could lead to an induced additive behaviour which could possibly result in truancy and theft.
Kirriemuir & McFarlane (2004) noted that “The time traditionally dedicated to ‘better activities’ such as social play and physical recreation, is spent on anti-social, physically and mentally unhealthy game playing, possibly leading to addictive patterns of use.
Although there is no clear definition of when a person becomes addicted to playing video games, a lot of information published by the media discusses game addiction as a psychological phenomenon examples are:
A Harris Interactive poll released in April of 2007 revealed that 8.5% of
"youth gamers" in the United States could be "classified as pathologically or clinically
'addicted' to playing video games (Harris Interactive 2007)."
A British survey reported in November of 2006 showed 12% of polled gamers exhibit addictive behaviors (BBC News, 2006).
As reported in Tech News World, video game overuse was believed to be more of a problem in Asia (Tech News World, 2006).
A governmental survey in South Korea estimated that 2.4% of South Koreans aged 9 to
39 are addicts, with 10.2 percent more "borderline cases (Washington Post Foreign
Service, 2006)."
Finally, a 2005 survey by the Entertainment Software Association found that "video game overuse" was more common in players of MMORPGs (Forbes, 2007).
E. Affects youths' attitudes toward gender stereotypes:
Conceptionally, males use ICT more than females for Internet and entertainment (e-mail or chat rooms, look up information about people things or ideas on the Internet, play videogames, download music or software and collaborate with a group team), but the most pronounced gender differences are in reported use of computer games. On average, (PISA, 2003) Also researches revealed that males are twice as likely as females to play videogames frequently (70% and 35% respectively). In Denmark and Sweden the gap is even wider, with more than 80% of males frequently playing computer games. In the United States, where the gap is narrower, over one-half of females aged 15 frequently use computers for games.
This means that videogames are mostly played by boys than girls and Cassell & Jenkins (1999) cited that this poses a problem because early differential preferences between boys and girls threaten to worsen as technological literacy increasingly becomes a general precondition for employment. They have also made suggestions that “the children who are not playing videogames at a young age could end up disadvantaged in early years”.
REFERENCES
McFarlane,A. and Kirriemuir, J. (2004) Literature Review in Games and Learning. FutureLab Series, Report 8. FutureLab. Accessed at: www.futurelab.org.uk/research/lit_reviews.htm
Sefton-Green, J. (2003) Literature Review in Informal Learning with Technology Outside School. Report 7, Futurelab Series. Accessed at: www.futurelab.org.uk/research/lit_reviews.htm
Whitebread, D (1997). Developing children’s problem-solving: The educational uses of adventure games. London.
McFarlane, A (2004) Information Technology and Authentic Learning. London: Routledge
Anderson, C.A. and Dill, K.E. (2000). Video games and aggressive thoughts, feelings,
and behaviour in the laboratory and in life. Journal of Personality and Social Psychology, discussion paper, University of Manchester, Manchester
Dill, K.E. and Dill, J.C. (1998). Video game violence: a review of the empirical
literature. Aggression and Violent Behaviour, 3, 4: 407-428
Jenkins, H. (2002). Technology and Education: Games. Webcast. Costa Mesa, Ca: Orange County Department of Education.
Daniel, B.K. (2009). Social Capital Modelling in Virtual Communities: Bayesian Belief Network Approaches, Premier Reference Source. Idea Group Inc.
Snider, M. (2005). Videogames can actually be good for you: article on USA Today publications.
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