The Impact of Video Games on Society - Example

Video Games and Society Name of Student Institution Affiliation Instructor Course Date The Impact of Video Games on Society The video game industry has grown to double the revenue achieved by their counterparts in the movie industry, to $ 80 billion per annum (Anderson & Bushman, 2001) (Anderson & Bushman, 2001). Part of the rapid growth is attributed to the increasing importance of video games in the cognitive and executive functioning of the brain. Sociologists and psychologists alike claim that the games play a positive role in the growth and development processes of children and youth. On the other hand, opponents point out at their negative impact in undermining the same, arguing that they present addictive and depressive syndromes in the specified population. The aim of this analysis is to determine the impact of video games in the contemporary society. The paper will argue alongside the statement “Video games make kids smart by promoting a sense of high-level thinking paradigm shift that is required for future use.” 1. Enhance the Brain Structure Just like learning and reading, video games also change the physical structure of the brain. It is likened to some other activities, such as map reading and playing the guitar. They offer conditions for a powerful combination of rewarding and concentration surges of elements in the brain known as neurotransmitters, such as dopamine, which offers strength to the neural circuits that help to build up the brain (Ozturk, 2014). Playing video games can be a good venture, as well as a bad one (Anderson & Bushman, 2001). It all depends with its influence on the players, especially when it comes to school going children. Parents frown them off as time wasters (Anderson & Bushman, 2001). Worse still, other educational officers categorically state that they corrupt the brain because of the kind of values and principles that they represent (Mcgurren, 2014). During the plays, the brain achieves a form of real workout (Anderson & Bushman, 2001). It is because they require the player to develop and realize skills required to overcome a challenge or win a game. The mind is involved in a form of an abstract, high level of thinking (Ozturk, 2014). It is imperative to not that even academic centers cannot teach such skills. (Development) The most notable skills imparted by video games include problem solving, following instructions, and logic. When a young person plays a game, such as Angry Birds, the Incredible Machine, or Cut the Rope, his brain is triggered/trained to develop creative ways that can lead to solving of puzzles and other difficult situations. The right video games have the capacity to enhance a person’s thinking and memory abilities (Mcgurren, 2014). A certain study, titled Computers in Human Behavior, explored the nature of various video games and established a link between enhanced attention, visual perception abilities, and action video games (Ozturk, 2014). The sample video game used was the Cut the Rope (Mcgurren, 2014). According to the surveyors, the findings were vital because there has been no other video game in the past with such qualities as the ability to enhance some executive functions (in the brain) (Ozturk, 2014). The game is said to improve a person’s level of general intelligence, managing multiple tasks with swiftness, and handling new situations. The process of elimination was applied in the categorization of popular tablet and mobile phone games. They were arranged from the most effective to the least, and they include “Modern Combat (arcade), Fruit Ninja (strategy game), Cut the Rope (puzzle game), and StarFront (shooting game) (Anderson & Bushman, 2001). According to the study, though the majority of video games enhance the mental capacities of human beings, not all of them can achieve the same effect (Berger, 2007). The right game is required for a person who desires to improve a specified phenomenon. (Counter-argument) Too much screen time attracts damages to the brain. A neuroimage survey showed that excessive exposure to the screen affected the efficient performance of the brain. The addiction to video games is connected to functional and structural changes in the regions of the brain involving executive attention, emotional processing, cognitive control, and decision-making. The study confirmed that an average child spends an average of 7 hours per day playing video games. Such a condition is a predisposing factor for a mental condition known as sensory overload or the “electronic screen syndrome.” Other side effects include a hyper aroused nervous system and insufficient restorative sleep. It makes them moody, impulsive, and with less attention fixed to daily activities. (Refutation) Undoubtedly, a high level of exposure to any electronic screen is bound to cause brain damages. Aside from video games, children are also addicted to other forms of media, such as the internet, television programs, movies, cinemas, and others (Anderson, Gentile, & Buckley, 2007). Consequently, it is not just about the addiction to video games, but a deep interest in various forms of the media introduced with the advancement of the information technology (Berger, 2007; Walkerdine, 2007). The best approach is not to prevent children from playing video games, but to train them on the dangers of continually focusing their eyes on the screen without taking breaks in between. 2. Spatial and Fine Motor Skills Another skill that is improved through playing video games includes the ability to gain a swift coordination between the eye and the hand, including spatial and fine motor skills. When it comes to shooting games, the character is compelled to run and shoot at the same time (Mcgurren, 2014). It requires that the player in the real world keep a close position and track of the virtual player (Ozturk, 2014). There is need to know where he is headed to, how fast he is running, the direction of the aim, if the aim reaches the target, and sundry (Anderson & Bushman, 2001). All of the elements require a close consideration. In addition, the player is expected to coordinate his brain’s reaction and interpretation of the movements in his fingertips and hands. It calls for a great performance of the eyes and hands, as well as a spatial-visual ability to reach successful heights. The research demonstrated in previous sections of this analysis suggests that people can learn spatial, iconic, and visual attention abilities from video games. In a separate survey involving adult participants, it was revealed that experience with the video games is directly related to enhanced surgical skills (Berger, 2007). Moreover, it suggested that pilots in the current professional and military industries are more skilled because part of their training is affected through video games experiences. (Development) Video games also enhance the brain coordination capacity of children. Through the numerous plays, they learn how to handle tasks more rapidly because of the swift coordination of the hands, the eyes, the mouth, and other organs. It is difficult to play while talking, but with time, the young population develops such as ability from their play encounters. The player learns how to survive through employing his respective body organs to overcome a challenge or defeat an opponent. It promotes a sense of efficiency and focus because the player strives to achieve a certain target within his means. He is well aware that a slight delay in executing a command through his eyes or hands will lead to his defeat and subsequent loss. (Counter-argument) Video games promote obesity among the young population. They encourage a dormant lifestyle that encourages a child to just sit in the house all day long playing the games without involving in meaningful physical activity (Gee, 2003). Study conducted by the CDC revealed that 12.1% of children in the age bracket 2-5years suffer from obesity. In the 6-11 years age bracket, 18% are obese, and in the 12-19 years age bracket, 18.4% are obese (Wesley & Barczak, 2010). The statistics only cover for obesity, but does not include overweight children as well. The amount of time spent in plying the video games is a contributing factor. Children would rather play indoor games rather than go out into the playing field. Gradually, they develop a lazy mindset that eradicates any interest in outdoor games. (Refutation) Over-indulgence in video games is not the only cause of obesity. Other factors, such as high fat intake and poor nutrition are the main contributing factors. What is more, the capitalistic society has eroded the culture of outdoor activities and games, thus offering the young population little opportunity to take part in active sports (Wesley & Barczak, 2010). 3. Multi-tasking Video games also help people to improve their multi-tasking tendencies. Gamers are able to manage multiple objectives and keep a close track of shifting variables (Wesley & Barczak, 2010). For instance, in strategy games, an unexpected events and outcomes, such as an enemy attack, forces the player to be proactive and change his or her tactics rapidly. It promotes a high sense of flexibility that empowers people to put up the most intelligent reaction to a problem (reacting to the challenge as it has occurred without requiring further preparation). (Development) A new review, carried out to validate the positive impacts of video games on children, confirmed those children’s cognitive processes, social, and health skills were made better off (Anderson & Bushman, 2001). The American Psychological Association carried it out, and it came in the midst of a controversial debate on the effects of violent content on youth (Wesley & Barczak, 2010). According to the results, playing violent games, such as shooting video games, empowers a child to develop the capacity to think about objects and situations in three dimensions (Cesarone, 1994). They are likened to academic courses, which help to improve the same skills. They present crucial implications to both career and education development. The same skill did not associate with other types of video games according to a comparative study (Mcgurren, 2014). The psychologists’ body also noted their effectiveness in promoting a sense of problem solving among the young generation. Strategic games create roles that the players are required to fit while playing (Wesley & Barczak, 2010). When they strategize their way through the predicament, they improve their cognitive performance in the process. The discovery was confirmed by the school tests of the participants, which showed a general improvement (Counter-argument) Video games transport players into other worlds and give them less control over themselves. As such, they cannot efficiently handle multi-tasks, leading to poor performances in the real world. The gamers gain confidence because they are able to undertake many objectives in the virtual world. Unfortunately, the approach is not applicable in the real world because natural laws and processes govern it. Children who are fond of video games always strive to complete tasks within a short period through multitasking, but are always unsuccessful. (Refutation) There is an insignificant difference between the real world and the virtual world. As such, it is possible to transfer skills between the two worlds. Indeed their physical and mental performers are more adopted to respond to the diverse outcomes of the current environment, as compared to the 19th century period (before the invention of the games) (Wesley & Barczak, 2010). Conclusion The positive impacts of video games counter the negative ones. The growth of technology has brought about a new hobby for the young generation. Aside from enhancing the executive and cognitive functions of the brain, video games also improve spatial and motor skills. They also teach children how to multi-task. The games offer a platform to interact and exchange ideas (Berger, 2007). Such opportunities also offer children a chance to learn about their diverse qualities (as well as those of others) and appreciate them altogether. As such, this analysis confirms its hypothesis statement through confirming that video games are a special kind of classroom, where children learn about life skills that are prerequisite for their suture survival. Reference List Top of Form Bottom of Form Top of Form Top of Form Anderson, C. A., Gentile, D. A., & Buckley, K. E. (2007). Violent video game effects on children and adolescents: Theory, research, and public policy. Oxford University Press.Top of Form Anderson, C., A. & Bushman, B., J. (2001). Effects Of Violent Video Games On Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, And Prosocial Behavior: A Meta-Analytic Review Of The Scientific Literature. New York: Sage. Berger, A. A. (2007). Media and Society: A Critical Perspective. Lanham [U.A.], Rowman & Littlefield. Cesarone, B. (1994). Video games and children. ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois. Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20 Mcgurren, J. E. (2014). Gender Considerations and Influence In The Digital Media And Gaming Industry. Ozturk, G. (2014). Handbook Of Research On The Impact Of Culture And Society On The Entertainment Industry. Walkerdine, V. (2007). Children, gender, video games: Towards a relational approach to multimedia. Basingstoke: Palgrave Macmillan. Wesley, D. T. A., & Barczak, G. (2010). Innovation And Marketing In The Video Game Industry Avoiding The Performance Trap. Farnham [Surrey, England], Gower. Bottom of Form Read More