The Growing Incidence of Crimes Committed by Young Gamers - Research Paper Example

? Evidences of exhibited aggressive behavior in children and the growing incidence of crimes committed by young gamers are linked with over-exposure to video games; however, the probabilities of video games’ positive influences should not be ignored. [Course] [Professor] [Student Name] [Date] Introduction Video games are one of the most significant advancements in the entertainment field of children and young adults. At its best, video games provide maximum entertainment, but at its worst, these modern innovations present serious damaging effects on children. This type of media entertainment greatly affects the behavior of the younger generation. Today, the aggressive behavior in children and the mounting occurrences of crimes by young gamers may be attributable to their constant exposure to video games with violent content. On the other hand, some video games may have potential benefits to children. The games’ realistic and stimulating character has made it extremely acceptable and trendy to the younger generation. Statistics show that almost 80% of American children, ages 7 to 17 years old, play an average of 8 hours daily. While some games available in the market are suitably wholesome, beneficial and educational for children; some games, particularly those with ultra violent content could be destructive and inappropriate. The intensification of electronic play together with the escalating incidences of youth crimes has led to massive government and police investigations and legislative schemes worldwide (“School Age: Video Game Addiction”). Majority of conducted studies have been centered on the negative correlation between electronic games and aggressive behavior among the youth; and assessment of strategies aimed at reduction of risks to minors. However, minimal studies have been carried out to prove some probabilities of constructive influences on children’s development (Salonius-Pasternak and Gelfond 6). Despite numerous researches on the impact of violent electronic games on children, there appears to be as much perplexity as ever. Why do video games increase violence and aggression among the youth? How do these games affect children’s behavior? Why do those children already exposed to violence in society choose games of aggression? We may or may not find convincing answers to link video games with violent behavior. Psychoanalysts, educators, scientists, computer technologists, parents and even commoners may give different opinions and through them, we will be able to understand the reasons behind their arguments. This article will analyze the different viewpoints of different observers. Potential benefits and negative impacts will be presented, as well as this author’s personal analysis on the issue: Evidences of exhibited aggressive behavior in children and the growing incidence of crimes committed by young gamers are linked with over-exposure to video games; however, the probabilities of video games’ positive influences should not be ignored. Evidences of exhibited aggressive behavior in children and the growing incidence of crimes committed by young gamers are linked with over-exposure to video games; however, the probabilities of video games’ positive influences should not be ignored. In the seventies, modernization and technological innovations introduced electronic game play to society, particularly targeting the interest of the younger generation. Since then, video game play became a major part of children’s daily activities. In the 1980s, classrooms were equipped with computers and later, computers were recognized as providers of knowledge. Studies showed that educational software and games can undeniably have numerous beneficial effects on children’s academic performance (Kent). The beneficial effects electronic play has on children should not be discounted. Video games are educators. The interactive nature of this electronic media can be highly motivational; children become enthusiastically connected; they learn through repetition; and are rewarded for skillful play. It is true that video game play, whether violent or non-violent, can develop visual concentration, spatial relations, and hand-eye coordination. However, it is not clear if these games can improve critical judgment or preservation of information and creativity. Some educational video games guide specific educational skills and knowledge, for instance math, science and language. However, these kinds of games are not easily accessible. Possibly, future development and wide distribution of these materials will be able to encourage more learning for electronic gamers. Play is a major contributory factor in children’s overall development (Sutton-Smith). Computer and video games could actually improve visual concentration, cognitive skills and gross and fine motor skills (Green and Bavelier 534). Video games have considerably contributed to children’s social and emotional, cognitive and analytical, behavioral and physical development, as well as emotion control, social relationships, concentration, multitasking, reasoning, vision, fine motor and spatial skills, and general physical condition (Scarlett, et al). Anderson and Bushman investigated the games’ potential therapeutic results and increased social interaction enhanced by electronic games (358). Moreover, studies have been made on the significance of these games in developmental play and in education (Salonius-Pasternak and Gelfond 6). Electronic game play allows children the exclusive opportunity to play with rules in make-believe situations. A perfect example is the video game Tony Hawk’s Pro Skater 4, wherein the child sees himself as the main character, and rises above the rules of physical reality: the child gains mastery as he jumps higher and turns faster on his skateboard better than his actual limitations in reality. Some games even allow breaking societal rules which game optimists may view as a child’s constructive orientation toward future negotiations with society (Salonius-Pasternak and Gelfond 9). Through experimentation and exploration of computer and video games, the child’s self- rule of stimulation is developed. The child learns to deal with obstacles and the associated sensations of fright and unease, supremacy and weakness, success and defeat. The confronted risks are only within the realm of make-believe play. Moreover, when children integrate terrifying and wicked subjects, such as sexuality and violence in imaginary play, they are presented with prospects to differentiate between fantasy and reality, thus are able to understand the real world and achieve mastery and control over future complex matters. However, contrary to the above-mentioned optimistic side of electronic games, in one of the studies conducted by Anderson and Bushman (2001), the authors posited that constant exposure to violent games could encourage aggressive behavior by influencing the players’ personality, social culture, and unsympathetic social behavior (Anderson and Bushman 353). Video games with violent substance could possibly cause a player’s aggressive behavior (Sherry 413); desensitization (Funk, et al); addiction (Salguero and Moran); actual violence or aggression; stimulatory reactions from playing these games (van Reekum, et al); and the exploitation and effectiveness of electronic game ratings (Haninger and Thompson). Continuous exposure of children to computer and video games could lead to numerous physical and psychological dilemmas, such as obsession and addiction; dehumanization; desensitization or immunization of feelings; personality variations; learning confusions; hyperactivity; untimely maturation; psychomotor disorders; health problems; anti-social behavior; failure of reasonable judgment; and lack of free will (Setzer and Duckett). In Leonard Sax’s book, Boys Adrift, the author presented that video games deprive children, especially boys; of academic enthusiasm and that there is a connection between duration of electronic game play and educational performance (235). Moreover, Sax discloses that the addictive nature of video games plus the male’s quest for supremacy could lead to a player’s exhibition of aggressive behaviors (Sax). Today, modern technological innovations have made electronic games more realistic and graphically represented. Along with this innovation in the compelling game presentation, is an intensified use of technology to offer exceptional violence, gore, and sexuality in some scenes. Children’s ignorance and innocence make them susceptible to the lure of violence and addiction that video games attract. All electronic games oblige the active involvement of players rather than purely inactive observation. In an academic setting, children learn naturally through active participation; imitation; rewarding and incentives; and repetition. These principles are likewise employed in electronic game play (Anderson 101). Anderson’s research proved that the interactivity of violent computer games affect children’s behavior. The escalating issue about electronic play is attributable to its contribution to aggression and violence among the youth. The susceptibility of children to acquiring aggressive and violent behavior is intensified through imitation of a character they identify with. Children take on the role of a gunman or perpetrator in some violent computer games (“School Age: Video Game Addiction”). A study by DeGaetano and Bander carefully articulates that computer and video games give the following implications: that problems are solved fast and require no personal involvement; that problems can be resolved through termination of the source; that problems are only specific and can be solved through instincts and not by careful thinking; that problem-solving does not require personal imagination and creativity; and that the consequence is only superficial (DeGaetano and Bander). Games offer settings that are completely intangible and obligatory of strict cause-and-effect rules. Games, violent and non-educational in particular, may arouse undesirable feelings. Children (ages 7-14 years old) may be induced with feelings of hostility and violence rather than a desire for genuine, socio-moral feelings. Scenes of violence are imprinted and recorded in the minds of children. The vulnerability of children alongside the high levels of interactivity in games may exploit and diminish innocence in children (Setzer and Duckett). Many would approve of Setzer and Duckett’s observation that long and continuous exposure to electronic games, particularly those with violent content, may have detrimental effects to children’s physical and psychological development, leading to obsession and addiction; dehumanization; desensitization or immunization of feelings; variations in personality; learning confusions; hyperactivity; premature development; psychomotor disorders; health problems; anti-social behavior; failure of rational judgment; and lack of free will. The effects of media violence may result to desensitization to the terror of violence; recognition of violence as “a way out”; replication of aggression seen in video games; and identification of oneself with the characters. Let us take Mortal Kombat and Nite Trap as perfect examples of the media game of blood sport. In Mortal Kombat, the first hero decapitates, the second hero electrocutes, the third hero slashes the victim’s chest and pulls out the heart, and the fourth hero hacks his victim’s head and holds it high in triumph. In Nite Trap, the vampires go after five scantily-dressed women, bore holes in their necks and suspend them on meat hooks. The high-action, live-action, blood-rich scenes of these games make them more compelling, powerful and realistic and all the more attractive to the minds of the innocent. Some of us may have heard of the story that happened in 1999 in Colorado’s Columbine High School when two students massacred twelve of their friends and teachers prior to committing suicide. The two students were confirmed to be avid fans of the violent game Doom. Of course, we cannot conclude that the game directly caused the killings; however, we have to admit that it undoubtedly had a triggering effect. Engaging in electronic games with violent substance introduces children in the exploration and handling of complex matters of conflict such as aggression and demise, devoid of any consequential realities. While some children and adolescents may diverge from electronic games with violent content, others may extend acquired aggressive behavior to peers and society. On the other hand, this is dependent on the minor’s character and level of association with the game. Thus, whereas some children’s behavior may be influenced, others may not be as susceptible. Today, as the development of video games flourish, the situation gets worse, and the assaults on the mental performance and growth of children get stronger. Humanity, particularly the young generation quickly deteriorates. A reverse of this trend is impossible. The world is left to hope that someday, electronic games will be generally recognized as disrupt in children’s development of social abilities and mental functions. Conclusion Video games are interactive and put the player in the actual game world. Players play as main characters or heroes who murder or punish the “bad guys”. Violent acts of heroes are often prized, thus creating in children a sense of justifiable violence. The interactive participation of children in the aim-and-fire video games allows mastery of their shooting skills, which ultimately develop into impulses and instincts. The child’s newly developed aggressive instincts, together with improper upbringing can create a tremendously violent mind. Video games, however, can have some advantageous effects on children. When played properly and in moderation, games can develop eye-hand coordination, problem solving skills, common sense, fast thinking, multitasking, decision making, and teamwork. Majority of violent video games have age restrictions and labeled as “For Adults Only”, which is the best way to prevent accessibility to children. On the other hand, once it is purchased from a store and ends up in the home, or when it is downloaded to a home computer, this violent game would eventually be played by a minor or a younger sibling. Minors’ minds can be easily corrupted. The children, still in their mental development stage, every so often could get the wrong perception from violent video games. Because of their innocence and lack of experiences and knowledge of the “real world”, they are easily susceptible to the belief that the best way to achieve victory is through power and violence. Some cities and towns across the U.S. have restricted or prohibited accessibility of video game to the public. Control on selling hours and restrictions on access to school age children during school hours are imposed (Silvern and Williamson 460). The government’s past experience of complete ban has proven to be an unsuccessful prevention. Banning of games is not a sensible or effectual response to the problem because it would only lead to intensified craving for things that are forbidden (Setzer and Duckett). McNamee argues that as children’s leisure is increasingly supervised and limited “…playing video games may, then, provide those who play them with the adventures that they are no longer allowed to have, in spaces which they do not inhabit in any real sense” (485). It should be from the individual awareness of responsible adults to take the initiative in defeating the identified concerns on electronic games. It is then the liability of parents in the supervision of their children’s video game access and purchase. As we persist to advance our knowledge of both the potential advantages and disadvantages of electronic games for school-age children, it is imperative to guarantee that this understanding is propagated among those who work with children, mainly parents, teachers, and medical professionals. Better understanding of the constructive and unconstructive facets of electronic play can assist the young generation to be able to effectually decide on the use of computer and video games in their individual settings: at home, and in school. Moreover, parents must set limits on the amount of game play and the substance of games played by their children. Thus, we can better appreciate the possible benefits and at the same time decrease or prevent the impending risks. Works Cited Anderson, Craig A. “Violent Video Games and Aggressive Thoughts, Feelings, and Behaviors.” Children in the Digital Age. Westport, Connecticut, London: Praeger, 2002. 101-119. Anderson, Craig A., and Brad J. Bushman. “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.” Psychological Science 12 (2001): 353-359. DeGaetano, Gloria and Kathleen Bander. “Violent video games and stimulus addiction.” Media Awareness Network. 1996. 28 January 2011. Funk, Jeanne B, et al. “Violence exposure in real-life, video games, television, movies, and the internet: Is there desensitization?” Journal of Adolescence 27 (2004): 23-39. Green, C. Shawn and Daphne Bavelier. “Action video game modifies visual selective attention.” Nature 423 (2003): 534-537. Haninger, Kevin and Kimberly Thompson. “Content and ratings of teen-rated video games.” Journal of the American Medical Association 291 (2004): 856-865. Kent, Steven L. The ultimate history of video games: From Pong to Pokemon. New York: Prima Publishing, 2001. McNamee, Sarah. “Foucault's heterotopia and children's everyday lives.” Childhood 7 (2000): 479-492. Salguero, Ricardo A. and Rosa M. Moran. “Measuring problem video game playing in adolescents.” Addiction 97 (2002): 1601-1606. Salonius-Pasternak, Dorothy E. and Holly S. Gelfond. “The Next Level of Research on Electronic Play: Potential Benefits and Contextual Influences for Children and Adolescents.” Interdisciplinary Journal on Humans in ICT Environments 1.1 (April 2005): 5-22. Sax, Leonard. Boys Adrift: The five factors driving the growing epidemic of unmotivated boys and underachieving young men. New York: Basic Books, 2007. Scarlett, W. George., et al. Children's Play. Thousand Oaks, CA: Sage Publications, 2004. “School Age: Video Game Addiction.” Baby Art. 2008. 28 January 2011. Setzer, Valdemar W. and George E. Duckett. “The Risks to Children Using Electronic Games.” Asia Pacific Information Technology in Training and Education Conference and Exhibition. 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