Ever since their conception, video games have contained violence, violence being to cause pain or death onto other beings. From the earliest games to most advanced modern 1st person shooter violence plays an important role in games. Determining that violence is present in video games is easy and the answer is yes. The early games like Wonder Boy and Space Invaders contain violence. Wonder Boy contains violence in the form of the hero killing monsters that vanish upon death, the hero himself is subject to violence enemies shoot arrows, throw rocks and swing swords at him. Upon death, the hero himself falls off the screen and the enemies disappear in a small explosion, or puff of smoke. This common depiction of early video games (Crawford 1984; Provenzo 1991) is it violent, yes; it is a high degree of violence that is a little harder to answer. Some people would argue that any violence at all is more than an acceptable, while others may argue that due to the lack of gore and the obvious “cartoons” like appearance of the charters the violence is not a high degree at all. But what where to happen if gore was added and the cartoon appearance were to become much more realistic, with the passing of time new hardware and programming technique this is just what has happened. Since the earliest days of video games, the debate about any psychologically negative effects that they may have on children has raged on. The more realistic and violent games become, the more this argument heats up. Things like the game rating system have been put in place to try to keep kids from playing the most violent games, but the question about how they affect teen behavior has yet to be definitively answered. Video games can have both a positive impact on academic performance as well as a negative effect on academic performance. It is believed the amount of video game playing is the difference. Students who play video games in moderation (less than
Bibliography: Article reviewed by Carolyn Williams Last updated on: Apr 26, 2011 Din, F.S., & Calao, J. (2001). The effects of playing educational video games on kindergarten achievement. Child Study Journal, 31(2), 95 - 102. Available online at infotrak. Berk, L.E. (2000). Child Development (5th ed.). Boston, MA: Allyn and Bacon. Allison, S. E., Wahlde, L. v., Shockley, T., & Gabbard, G. O. (2006). The Development of the Self in the Era of the Internet . American Journal of Psychiatry, 381-385. Anderson, C. A. (2003). Violent Video Games: Myths, Facts, and Unanswered Questions. Psychological Science Agenda. Bartholow, B. D., & Anderson, C. A. (2001). Effects of Violent Video Games on Aggressive Behavior: Potential Sex Differences. Journal of Experimental Social Psychology, 283-290. Dietz, T. L. (1998). An exampination of violence and gender role portrayals in video games: Implications for gender socialization and aggressive behavior. Sex Roles, 425-442. Schmidt, M. E., & Vanderwater, E. A. (2008). Media Attention, Cognition, and School Achievement. The Future of Children, 63-85. Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video Games and The Future of Learning. The Phi Delta Kappan, 104-111. Graybill, D., Strawniak, M., Hunter, T., & O 'Leary, M. (1987). Effects of playing versus observing violent versus nonviolent video games on children 's aggression. Psychology: A Journal of Human Behavior, 24, 1-8. Lindemann, M., Harakka, T., & Keltikangas-Jaervinen, L. (1997). Age and gender differences in adolescents ' reactions to conflict situations: Aggression, prosociality and withdrawal. Journal of Youth and Adolescence, 26, 339-351. Nintendo sells one billionth video game. (1995, October 30). Nintendo of America Inc. Home Page, Spear, L