Influence of video games on youth Essay
Sorry, but copying text is forbidden on this website!
What is not normally thought about when buying a new game console or game is: Do video games influence a child’s psychological development and make them more aggressive and violent? Do video games affect a child’s grades? These will be some of the topics we will be discussing. Some parents have the concern that video games, among other outlets, affect their children and cause them to be more aggressive and violent with other children their age and elders, also.
Parents have the right to limit the time spent playing video games and partaking in the other outlets available such as media. According to Anderson and Gentile, [Parents have an important role to play. Psychologists have found that when parents limit the amount of time as well as the types of games their children play, children are less likely to show aggressive behaviors (Anderson et al. , under review; Gentile et al. , 2004).
Other research suggests that active parental involvement in children’s media usage-including discussing the inappropriateness of violent solutions to real life conflicts, reducing time spent on violent media, and generating alternative nonviolent solutions to problems-all can reduce the impact of media violence on children and youth (Anderson et al. , 2003). ] On the contrary, as according to Anderson and Gentile, [Dr. Anderson and colleagues have shown that playing a lot of violent video games is related to having more aggressive thoughts, feelings, and behaviors (Anderson & Bushman, 2001).
Furthermore, playing violent games is also related to children being less willing to be caring and helpful towards their peers. Importantly, research has shown that these effects happen just as much for non-aggressive children as they do for children who already have aggressive tendencies. ] Some studies have been done about the habits of children. Some of the studies showed that although children love to play video games alone, they prefer to play them more within groups.
Parents, as well as teachers, have found that with some games, where reading, doing mathematical problems, and following instructions are needed, that their children’s grades have improved. The BBC (2002) stated, “Computer games could become part of the school curriculum after researchers found they had significant educational value. The UK study concluded that simulation and adventure games – such as Sim City and RollerCoaster Tycoon, where players create societies or build theme parks, developed children’s strategic thinking and planning skills. Parents and teachers also thought their children’s mathematics, reading and spelling improved.
The investigation into the habits of 700 children aged seven to 16 also found that, far from being a solitary activity, children preferred to play games in pairs or small groups. ” (para. 1-4) Video games can help develop the brain’s response time when the games used are dealing with with variables, teaching a specific skill or problem solving. Games have been used by several websites by politicians teaching politics and by the Nobel Prize Foundation to teach history. The Wikipedia () stated, “Video games can aid the development of proficiency by allowing users to interact with objects and manipulate variables.
They are said to be particularly effective when designed to address a specific problem or teach a certain skill in curriculum subjects, where specific objectives can be stated and when deployed selectively within a context relevant to the learning activity and goal. Simple types of games can be designed to address specific learning outcomes such as recall of factual content. For instance, the Nobel Prize Foundation website uses on-line games to aid children in understanding the discoveries made by its laureates by embedding the scientific knowledge as part of the game environment.
Video games have historically received more criticism than other forms of recreational learning because they are often perceived as or associated with issues such as mindless entertainment, enhanced social recluse, sexism and consumerism. However, a shift from pure entertainment to educational tool has emerged in recent times.
Children growing up today can benefit from educational video games because they are already exposed to a society that is increasingly dependent on digital technology. The medium of educational games provides an opportunity for teachers to introduce educational and playful elements into the learning environment.
With computer-aided learning programs, teachers may assist students on social aspects such as critical learning, knowledge based communication and effective interpersonal skills that traditional methods of teaching cannot offer. ” (para. 2, 5-6).
Many people are under the conclusion that by letting children play video games, they will spend less time outside. Even though children play video games, most children still partake in old fashion activities such as soccer, baseball, and many others. Most children still prefer to play in groups than to play alone.
According to Cauchon (), [The fundamental nature of American childhood has changed in a single generation. The unstructured outdoor childhood – days of pick-up baseball games, treehouses and “be home for dinner” – has all but vanished. Today, childhood is spent mostly indoors, watching television, playing video games and working the Internet. When children do go outside, it tends to be for scheduled events – soccer camp or a fishing derby – held under the watch of adults. In a typical week, 27% of kids ages 9 to 13 play organized baseball, but only 6% play on their own, a survey by the Centers for Disease Control and Prevention found. ]
On the contrary, according to Anderson and Gentile, [Drs. Anderson and Gentile’s research shows that children are spending increasing amounts of time playing video games – 13 hours per week for boys, on average, and 5 hours per week for girls (Anderson, Gentile, & Buckley, under review; Gentile, Lynch, Linder, & Walsh, 2004). ] In conclusion to all of the information above, we have concluded that video games are not the only effect on children that could cause them to be violent or aggressive in their childhood and when they are older.
Children learn from the programs they see on TV, Music Videos, Video Games, and especially from what they see going on in their home. It is unfair for us to exclusively blame the video game creators and the stores that sell the products for the aggressiveness in children. Parents should also be held accountable, especially if they are the ones buying the games for their children. We both came to this agreement, thanks to the information we have gathered in reference to our topic of the influence of video games on the youth.
It is irrelevant to believe that video games are a main factor or the most important factor of a negative development in children.
References Pros: BBC. (2002). Video Games Stimulate Learning. Retrieved July 3, 2008, from http://news. bbc. co. uk/1/hi/education/1879019. stm Cauchon Dennis, (2006). Kids are Living Under House Arrest. White Dot. Retrieved July 3, 2008, from http://www. whitedot. org/issue/iss_story. asp? slug=sedentary%20kids Wikipedia. ().
Video Games. Retrieved July 3, 2008, from http://en. wikipedia.org/wiki/Educational_game Cons: Anderson, Craig A. , Gentile, Douglas A. , & Buckley, Katherine E. (2007). Violent Video Game Effects on Children and Adolescents. Oxford, Connecticut. Cauchon Dennis, (2006). Kids are Living Under House Arrest. White Dot. Retrieved July 3, 2008, from http://www. whitedot. org/issue/iss_story. asp? slug=sedentary%20kids Kent Steven, (2006). Anti-video Games to Me Misses Its Target Widely. Tegenwicht. Retrieved July 3, 2008, from http://www. tegenwicht. org/03_littleton/anti_video_games. htm.