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Video Games: The Feared Nourisher of The New Generation

104 Writing Skills II
Ins. Kerem Demirtaş
07.06.2010

07090000716
104 Writing Skills-II
Kerem DEMİRTAŞ

Video Games: The Feared Nourisher of The New Generation

In the last 30 years video games have become a well-established form of popular entertainment among children, adolescents, and even adults. Computer and video game software sales grew %8 in 2002 to $6.9 billion and are expected to show strong growth over the next few years. In 2002, more than 221 million computer and video games were sold, or almost two games for every household in America (Entertainment Software Association [ESA], 2003). As is always the case with the rise of any new mass entertainment, the popularity of computer games draws great attention and supplies mixed reactions. People are concerned about the possible effects, both negative and positive, of computer games on individuals and the society. Computer games are thought to be and generally are advertised as so compelling that they can divert people from other activities, including normal school and work life. As is also the same case with TV, there are also concerns about the violence in computer games. Due to the development of technology, people are worried that the realistic graphics and the interactive nature of computer games will make the effects of violence more powerful. However, another side of these arguments suggests that computer games can be instructive and enlightening. It has been acknowledged for a long time that educational computer games and simulations are effective assisting tools in the educational areas of management, medicine, science and etc.
The problem is despite the growing popularity of computer games and unsettled arguments regarding their potential effects, academic researches on computer games are somewhat limited. Among those existing studies, many are focused on the violence in computer games (e.g., Anderson & Dill, 2000, Dill & Dill, 1998; Sherry, 2002), in other words, the negative effects of computer games. There are only a few comprehensive studies on the positive effects of computer games. With this in mind I found it necessary and original to write one. In this essay, the most notable positive effects of computer games will be humbly reviewed. In following we will talk about the positive effects of video games regarding: motivation, hand-eye coordination, retention memory and lastly spatial skill.
As we all know, the success behind a good project, essay, homework or any achievement in life has one big prerequisite to it: motivation. This comes in many forms and generally depends on a person’s character and perseverance but there are methods by which motivation can be enhanced and taught. Video games could be considered as such a method in the way that they enable long-term concentration, stimulation and most importantly fun. In higher levels of a game, players usually fail the first time around, but they keep on trying until they succeed and move on to the next level. Randel et al. (1992) demonstrated in their research that students reported more interest in simulation and game activities than in more traditional classroom instruction. A study conducted with learning-disabled six grade through eighth grade students found that gaming produced higher levels of continuing motivation (Malouf, 1987). A similar experiment with intermediate-level students with learning disabilities also showed that game format had a facilitative effect on continuing motivation of students with low marks in mathematics (Okolo,1992). O’Connor and colleagues reported that computer games play triggered motivation of exercise and increased metabolic activity during class. (O’Conner, Fitzgerald, Cooper, Thorman, & Boninger, 2001). Secondly, there is the matter of hand-eye coordination which is one of the most visible positive effects of video games to evaluate that is used excessively in daily life situations. This coordination is a more vital part of our lives than previously thought to be. It has crucial importance in whatever we do starting from the simple movements of the body like running, jumping etc. ending with our bodily development and even reading skills. People who play games view an action on the screen and must react to it using complex hand motions on the controller. Often times the player is controlling several different aspects of the character at the same time, such as running, jumping, and shooting at an enemy. This increases visual spacing and hand-eye coordination because the player has to keep track of all the elements at the same time. A study by researchers at the Nottingham University has shown that certain first-person-shooter games can sharpen vision and might even cure a condition commonly known as "lazy eye." Further gaming platforms, such as the Nintendo Wii (which has motion sensored controlers: moving is required to play), have sports-oriented games that help improve balance, strength and endurance through its interactive interface. The third positive effect that video games have on their players is the vast improvement of their retention memory. This type of memory is the most significant memory format in our brain as it enables us to remember, evaluate and interpret assets that we come to face in our everyday lives. Research has found that simulations and games showed greater retention over time than conventional classroom instruction in 12 out of 14 studies. In addition, computer and video games can speed reaction times, hone cognitive skills, and retard memory decline among the elderly. In a military training context, participants assigned to the game condition scored significantly higher on a retention test compared to pretest performance. Furthermore, participants assigned to the game condition scored significantly higher on a retention test than did participants assigned to the text condition (Ricci, Salas, & CannonBowers, 1996). In a comparison of learning outcomes between a computer game environment and a multimedia environment, It has been found out that personalized rather than neutral messages produced better retention performance in the computer game condition and better problem-solving on the both the computer game and the multimedia environments. Lastly, we will discuss the constructive effects on spatial skills via the use of video games. Spatial skill is needed for a person’s general perception and comprehension abilities, it helps detection, awareness and the understanding of space bound visuals. Playing computer games was found to facilitate the development of such spatial skills for three-dimensional visuals in fifth, seventh, and ninth grade students. For two-dimensional visuals, a positive effect was also found among seventh and eighth graders. Though it has long been acknowledged that girls are weaker than boys in spatial skills, computer games can be used to reduce the differences and improve spatial skills for girls and boys equally. Another experiment with kindergarten children in Israel revealed a similar result. Many studies conducted accessed the effects of playing video game on spatial visualization with college students. The study with college students produced significant results indicating that both men and women gained significantly and equally from playing video game. In conclusion, computer games can improve motivation, hand-eye coordination, retention memory and spatial skill. Contrary to the traditional belief that playing games will affect school performance, more current studies show that playing games does not deteriorate academic performance or isolate children. Just like the effects of TV, the effects of computer and video games are also two-folded. Current researches are more focused on the negative effects of computer games and neglect the positive side.

WORKS CITED

-Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.

-De Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. -Marc Prensky (2002) What Kids Learn That’s POSITIVE From Playing Video Games 2-4.

-Dill, K. E., & Dill, J. C. (1998). Video game violence: A review of the empirical literature. Aggression and Violent Behavior, 3, 407-428.

- Durkin, K., & Barber, B. (2002). Not so doomed: computer game play and positive adolescent development. Journal of Applied Developmental Psychology, 23, 373-392.

- Malouf, D. B. (1987). The effect of instructional computer games on continuing student motivation. Journal of Special Education, 21, 27-38.

- O’Connor, T. J., Fitzgerald, S. G., Cooper, R. A., Thorman, T. A., & Boninger, M. L.
(2001). Does computer game play aid in motivation of exercise and increase metabolic activity?

Cited: -Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life -De Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201. -Marc Prensky (2002) What Kids Learn That’s POSITIVE From Playing Video Games 2-4. -Dill, K. E., & Dill, J. C. (1998). Video game violence: A review of the empirical literature. Aggression and Violent Behavior, 3, 407-428. - Durkin, K., & Barber, B - Malouf, D. B. (1987). The effect of instructional computer games on continuing student motivation (2001). Does computer game play aid in motivation of exercise and increase metabolic activity?