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