From an average of 26 minutes in 1999, a child spent about an hour and thirteen minutes in 2009, on video gaming.
Against the backdrop of such overwhelming popularity, this activity which seduces children and adults alike, present a host of benefits. Paradoxically, anti-gaming activists, too, make up a sizeable number and with good reason, as well.
Video gaming as an educational pedagogy and a learning mode opens up a world of possibilities. A judicious marriage of caution and openness, supplemented by appropriate investments by way of time and effort, would prove to be ideal. Drawing pointers from issues such as gaming collaboration, single player games and usage of video gaming as an academic pedagogy, this paper attempts to prove that video games do not enrich the problem solving skills of K-12 students.
researchers as well as the students. (Olthouse, 2009) proposes video gaming as a new, diverse and a growing phenomenon. While the fun element is what essentially draws kids to video games, it can be viewed against the backdrop of a host of perspectives such as gaming as a play, reinforcement, social interaction, fantasy as well as a cognitive exercise.
While younger children sought immediate positive responses through the gaming exercise, mature children in the age group 14 to 18 years, exhibited good emotional value, sought stimulus and took risks in an action-packed genre.
On a positive note, video games promoted meta cognition, computer and perceptual skills. On the downside, these games proved to be highly addictive, costly and heightened aggression. It also discouraged imagination and wonderment among the players. Another negative outcome was Stereotypical gender representations.
The advent of multi-player and on line games invited gamers to an interactive, participative and collaborative genre of video games Collaboration (Meij, Albers & Leemkuil, 2011) is an attempt to make an individual play, commercial