Video Games Get Schooled Audra Robinson These days it seems that there is a lot of talk surrounding kids and teens and the amount of time they spend playing video games. These games can be fun, action-packed, and an enjoyable way for youngsters to spend their time when they’re at home.
“Effects of Video Games on Child Development” by Emily Hughes is not a good source to use for my research project because of the author's lack of experience and because I knew the information beforehand. First of all the author Emily Hughes is a blog writer for the Developmental Psychology at Vanderbilt. The style that the article was written to only give information, and not propose an argument. Emily Hughes says in her last paragraph that the topic of video games is controversial and it is up to the parents to decide what is best for their children (Hughes). This claim does not agree with one side or the other.
In this study, children report that they felt no psychological difference after playing a video game, but parents reported the opposite. Despite the parent’s beliefs, the study concludes that children playing video games is not harmful to a child’s psychological health. This article was published within the past year, making it relevant to today. The main author, Adam Lobel, studied psychology and focuses on the subject of video gaming and children; making him familiar with the topic of this article. Another author, Isabela Granic, focuses her studies on anxious and aggressive children, and she also focuses on effects (mainly benefits) of video gaming on mental health.
Firstly, video games improve a child's ability to follow instructions, especially because many games entail completion of tasks (Gentile et al, 2009). Besides, children improve their problem-solving capabilities because these games have tasks that require quick thinking and use of sound strategies to move from one level or quest to another. Lastly, gamers improve their multitasking capabilities, because many gamers have to juggle different patterns and connect them at the same time to complete tasks (Ryan et al, 2006). Despite these advantages, the weight of violent video games negative effects is alarming, especially because of its long-term effects such mental ill health and
These video games are teaching our kids bad habits and that’s not good. “As many as 97% of US kids age 12-17 play video games, contributing to the $21.53 billion domestic video game industry. More than half of the 50 top-selling video games contain violence”. (Do Violent Video
Typically associated with violence, video games tend to have a bad reputation. That being said, it may come as a surprise that various studies confirm the idea that video games should be implemented as cognitive development tools due to their abilities to enhance processes of perception, memory, and learning. Many educated scholars have realized that the modern video game exhibits fundamental traits believed to improve learning and affect brain plasticity (Eichenbaum et al., 2014). In turn, this leads to believe that video game play affects the players perception of the real world; not solely improving their abilities in game play. Perception consists of, but is not restricted to, hand-eye coordination, and visual attention; it’s, therefore,
As well as learning about logic and strategy, playing a game like GTAV can help children with numeracy and can provide an outlet for their creativity. Considering this, violent video games allow players to release repressed aggression into harmless channels such at GTA. As a result, this helps: improve the player 's, control anxiety or depression and improve a child 's learning abilities. By learning to cope with ongoing failures in games, children build emotional resilience which is usually relied on in our everyday lives. Therefore, GTA is an effective tool to help children enhance their spatial and problem-solving skills; conversly, detrimental content may not necessarily be required to obtain these beneficial results.
One of the most controversial films to come out from Japan in 2000, "Battle Royale" is a movie, which may sound very familiar to most Americans. A movie about a nation that gets ruined. Adults inflexible towards the young. Teenagers forced to fight to the death with one another for survival. No, this isn't the plot for "The Hunger Games," but was a possible inspiration towards the Japanese version "Battle Royale," directed by Kinji Fukasaku, based on the novel by Koushun Takami.
Pew! Pew! Pew! Pew! I’ve been playing video games ever since I was able to hold a Gameboy Advance. My favorite game, Pokémon Crystal. I remember being 5 years old beating the Elite 4 at least 3 different times that year. This game was only a precursor for the games I would play later on. It went from Super Mario on the Nintendo 64 to X-men on the GameCube. And today my Xbox and I have a date almost every night; we’re getting pretty friendly. I scream at it, it stares back at me, it’s a great relationship. However lately I’ve seen some articles and even books that depict video games as things used to distract us or rot people’s brains. And for a while I believed them, but that didn’t stop me from playing. So I was thrilled and excited to know
Between measurable skills (such as aim, driving skills, knowledge of types of ancient and modern weaponry, knowledge of economics) and moral skills, violent video games can serve to teach us many things that can be transferred over to the real world. Life is not rated “Everyone” according to the ESRB standards. The hypersexualization of the advertising world, the increasing amount of swears that make their way into media targeted towards the family, and the amount of violence that many people encounter every day would likely warrant a rating of “Teen.” To have these situations that are growing closer and closer to normal be presented in a safe virtual environment provides a way to deal with it that is less immediately dangerous than to thrust
Kids learn by modelling. The more kids play violent video games, the less time they spend doing more productive things. One in every five adolescents could be classified as pathologically dependent on video games. Dr.Anderson conducted a study that involved 225 college students aged 18 to 25.
Frequent shootings by people recognized to have participated in playing video games has sparked attention and has brought people in on the debate of video game’s effect on the user. Many users of video games believe that by fulfilling their aggressive desires through violent video games is harmless, and favorable compared to releasing their aggression in the real world. However, empirical evidence consistently proves otherwise that using violent video games as an outlet to achieve a cathartic effect is not only flawed, but counterproductive to the purpose. The malleable minds of the youth that so popularly consume this media easily absorb the negative behavior displayed in such media through observational learning and participation. Parents
The Virtual Punching Bag and How it Punches Back Many users of videogames believe that by fulfilling their aggressive desires through violent video games is harmless, and favorable compared to releasing their aggression in the real world. However, empirical evidence consistently proves otherwise that using violent videogames as an outlet to achieve a cathartic effect is not only flawed, but counterproductive to the purpose. The malleable minds of the youth that so popularly consume this media easily absorb the negative behavior displayed in such media through observational learning and participation. Parents should be wary of the dangers of their children depending on violence to achieve a catharsis effect and help find another healthier alternative.
Challenging literary canon, even in small ways, can be a daunting task for teachers of literature. Literary canon in the western world grew out university reading lists and the work of anthologists who compiled collections of “Great” texts that each anthologist considered the cornerstone of proper education, such as the Harvard Classics, containing fifty-one volumes ranging from folklore and fables to poetry, prose, and drama and spanning many centuries of literature in the English language. Many people today, students and teachers included, consider these works of canon to be the ultimate selection of works to read if a person wants to be well-read or well-educated in the English discipline. Yet, students, teachers, and scholars of pedagogy alike have started speaking up more and more in recent years to bring light to the exclusionary nature of these collections and canons, as well as to find ways to broaden the scope of what we read in the classroom. Now, classrooms around the world are engaging students with traditional canonical texts as well as more recently-accepted texts including the mediums of film, television, and graphic novels, the genres of science fiction, fantasy, legend, and