Different Arguments Suggesting Violent Computer Games are Morally Wrong - Essay Example

TOPIC: Explain the different arguments suggesting violent computer games are morally wrong According to Sicart ( 2009, p. 15), computer games have in themselves, integrated virtual environment where commands and rules cannot be modified by the players. The computer maintains strict vigilance in upholding the properties and the rules associated with the game and hence the user cannot in any way remodel the infrastructure or the scoring in order to make the game pleasant . Dannenberg ( 2010, p.6) further emphasizes this concept by stating that the video gamers are restricted, in terms of their actions by the programming of the game. Moreover, speech, conduct and existence are solely governed by the contract that is signed precisely after the installation of the gaming software. Moreover, Sicart ( 2009, p.35) reveals that the gaming world can itself modify the game play, dictating behaviours in various aspects. For instance in the game Burnout 3, the virtual world requires and encourages the player to crash into other nearby vehicles and structures such as bridges and tunnels in order to bag more scoring point and this endeavour enhances the game aggressiveness simultaneously. Likewise, Sicart ( 2009, p. 193) further reveals that in the game Grand Theft Auto: Vice City, the player has to engage in sex, and then he is made to kill the computer character in order to snatch the money back. Such games inculcate unethical values in an individual, who is in need to develop values of good to become a virtuous and devoted person which is quite contrary to what these games teach the youth and furthermore, virtual environment rewards points for unethical acts (Sicart 2009, p.193). Floridi ( 2010, p.69) further reinforces the view point that the ultra violent games such as Grand Theft Auto, Zog’s Nightmare and Manhunt encourages the players to experience man slaughter, run extermination camps, murder for snuff movies and to drive over people in order to gain extra game points. This is causing parents moral concerns with respect to the learning development of their children. To add on, Stevens and Saldamarco (2008, p. 5) state that the game Defcon is designed to encourage a hostile approach amongst the players. The game’s main objective is to trigger nuclear wars and annihilations rewarding the player who lose the least. However, the most repugnant aspect of these computer games especially in god games, surfaces when certain very fundamental religious beliefs are questioned and exploited in designing a game play. For instance, Cogburn and Silcox (2009, p.77) depicts that in the game Left Behind it is explained that the adherence and devotion to Christianity is a matter of one’ s personal choice but on the contrary when the player ‘converts’ or recruits neutral citizens into his/ her ‘force’, they are required to adhere to his/her each and every command without any question. Moreover, the writers reveal that the ‘converts’ have to wear a purple coloured uniform and they are referred to as ‘units’ than ‘people’, which seems pretty odd since they were supposed to be free will agents who have achieved salvation by adopting Christianity. Another aspect of computer that needs to be shed light onto is the ‘Game Ego’; it is not a kind of a physical manifestation, but an entity that can exert force ( Pivec 2006, p.51). The writer further states that the Game Ego is connected to the player through a motor or kinesthetic link, which removes the barrier between the inside and the outside and the gamer is in oblivious of the fact that he is sinking deeper and more deeper into the realms of the game. If the Game Ego stops responding to the strategy of the game player, the player experiences loss of self control and the feeling of helplessness prevail ( Pivec 2006, p.52). In this way the child mental and to some physical approach is imprisoned to only follow the strategy of the Game Ego. The players, aims and goals are taken over by an external force which compels the player to perform in a certain way, a predetermined way to achieve good scores. In this way, certain notion pertaining to skilful playing, which maybe morally wrong embeds itself into the subconscious of the player. Another view point that takes origin from these games is that some impressionable gamers try to replicate the fictional stories presented in their everyday lives (Morse 2009, p. 83). The author furthers writes that in narrative and goal oriented gaming, all the pieces of puzzle fit together at the end and happy endings are always followed by a climax. But however, in the real world scenario are pretty complex and employing the same strategy results in unwanted risks and at times unethical consequences. The author also illustrates this particular issue by stating that if Malfurion Stormrage needs to be eliminated for the hero to progress further after every stage then the player begin to rely on the strategy for every subsequent stage. Applying this tactic repetitively will transform it into a habit in everyday life and they will be tempted to push that button every time unruly conditions arise in the outside world. However, some critics argue that video games have positive and productive outcome as well. Gunter ( 1998, p. 115) proposes that through computer games an individual’s cognitive skills are enhanced which develops his/her social skills when children of the same age play arcade games together. The benefits are not just restricted to arcade games, but video games also strengthen family bonds by promoting a gentle competitiveness and cooperation amongst the family members. It is also noted that these games assist in the treatment for perceptual-motor and cognitive disorders, dyspraxia is a disease in which the patient in unable to spell, video game therapy using Hangman twice weekly cured the disorder (Gunter 1998, p. 116). Even though the positive aspect of the video games cannot be overruled, specifically its therapeutical aspect, the dark side of it outweighs its positive side. The levels of violence and destruction it promotes in young minds has long term consequences which is testified by the following statements: “In a meta-analysis, Anderson and Bushman (2001) found that violent video games increased aggression in males, females, children, and adults in both experimental and non-experimental settings. Positive relationships were also found between such games and aggressive cognitions, aggressive affect (anger and hostility), and physiological arousal”. (Tobias and Fletcher 2011, p.184) This highlights that fact that games may have an adverse affect on the minds of growing children and the moral values that they may inculcate in themselves. According to Sicart (2009, p. 199), the games should be designed in a way that they should keep in mind the ethical implications of it. He further states that sometimes there is nothing especially wrong with such games since individual with ethical capacities view them but this, in no way implies that it is assumed that the unethical content integrated in the game design will not in any way influence the player’s mind. He goes onto add that computer game designers possess a great responsibility and they are required to use their stimulations and the narrations in way that it urges the players to reflect constructively on their social set-up, cultural background and the society in which they are currently thriving. Parents, dutifully here have a responsibility too, much larger than that of the designer in making sure that their children are not exposed to such violence and ruthlessness at a tender age. They need to make sure that the video games that they bring home is appropriate in terms of their child’s age and his/her metal compatibility since the most influencing aspect of these games is its aggressive nature in some cases. It is essential that a child is not exposed to profanities and immoralities at an impressionable age especially when it comes from a medium such that of video games which is both intensely gripping and commanding in nature! Reference List Cogburn, Jon & Silcox, Mark 2009, Philosophy through Video Games, illustrated, Taylor and Francis, NewYork. Dannenberg, Ross 2010, Computer Games and Virtual Worlds: A New Frontier In Intellectual Property Law, American Bar Association, Chicago. Morse, Robert, Eric 2009, The 90-Minute Effect, Amelior Publishing, California. Floridi, Luciano 2010, The Cambridge Handbook of Information and Computer Ethics, illustrated, Massachusetts Institute of Technology Press, Massachusetts. Gunter, Barrie 1998, The Effects of Video Games on Children: The Myth Unmasked, Sheffield Academic Press Ltd, England. Pivec, Maja 2006, Affective and Emotional Aspects of Human –computer interaction: Game based and Innovative Learning Approaches, volume 1, illustrated, IOS Press, Amsterdam. Sicart, Miguel 2009, The Ethics of Computer Games, Massachusetts Institute of Technology Press, Cambridge. Stevens, M, Scott & Saldamarco, Shirley 2008, Entertainment Computing- ICEC 2008: 7th International Conference, Springer, New York. Tobias, Sigmund & Fletcher, J, D 2011, Computer games and instruction, Information Age Publishing Inc, United States of America. Read More