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 13^th 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.