Effect of Online Video Gaming on Social Development - Essay Example

Effect of Online Video Gaming on Social Development Introduction The proliferation of technologies around the worldthat has made it possible to overcome challenges of space and time could cause one to assume that these tools improve cultural understanding, global interactions, effectiveness of communications, familial relationships and helping in creating a socially adept people. One of these technologies, video gaming, has been widely adopted, with Granic, Lobel and Engels (2014) noting that 91% of children aged between 2 and 17 in America play video games. In 2010 alone, these games contributed $25 billion to the American economy. It is against this significance that I am interested in evaluating the impact of this technology. Indeed, there has been an inconclusive debate on the effect of online video games, specifically with regards to socialization. On one hand, there are arguments of how it negatively impacts on people’s social lives while on the other hand, there has been a record of valid evidence supporting its enhancement of social development. Generally, online video gaming fosters the effective development of requisite social skills in spite of its limited shortcomings. To illustrate this, I evaluate the supporting and opposing views from various scholarly secondary sources on the role of online video gaming on social skills, establishment of long lasting relationships and development of emotional tools critical in social development. Social Skills Online video games promote development of pro-social skills. When engaging in such a game, one could be required to exchange items with the opponent. Perhaps, this could be a determinant on who emerges the winner. Such a situation would require the use of negotiation skills, which Khoo (2012) cites as a critical social development skill. In fact, I postulate that with repetition of such engagements, the player develops more socially. Atwood and Gallo (2011) give the example of the ‘massively multiplayer online role-playing games’ which allow players to create their own characters and explore the online gaming world. As they do so, they would be required to negotiate to have their way through the various stages of the game. Through this, the players gain negotiation skills that significantly help in the growth of their social skills. Secondly, online video games encourage appreciation of diversity due to the engagement with players from diverse backgrounds across the world. As noted by Zhao and Fang (2009), despite a majority of online video games not adopting diversity in their design, the fact that these games attract a global fan base provides an opportunity for players to interact with people from different parts of the world. I suppose, therefore, that such players would be in communication with people that have diverse backgrounds, racially, academically and even culturally. As such, this provides the players with an opportunity to improve on communication skills and even learn the different cultures. The Internet platform makes this possible propagating effective communication irrespective of the geographical difference. It is this diversity that plays a crucial role in enhancing social development. Thus, it would be appropriate to argue that online video games provide players with adaptive skills to diverse cultural backgrounds. Online video games educate players on problem-solving skills which are crucial for their social engagements. In-game puzzles on online games come in varied complexities which require the players to find the quickest and yet acceptable ways of solving such puzzles. This would be the case compounded by designers providing minimal information on their solutions, “providing players with a nearly blank palette from which to explore a huge range of possible solutions based on past experience and intuitions” (Granic et al., 2014, 69). Solving such problems impart the skills of patience and adopting proper problem-solving skills on the player as argued by the American Psychological Association, APA (2013). With socialization being marred by various conflicts that call for solutions that satisfy all those involved, I postulate that these problem-solving skills gained from online video games would be crucial for developing better social engagements. Thus, online video games impart and enhance problem-solving skills crucial for social development. It could be tempting to conclude that online video games exclusively lead to pro-social behavior, but there is evidence for antisocial behaviors attributed to such games. Specifically, a majority of studies have focused on the effect of violent video games on aggression, associating such games with aggression and hostility in the involved players (Olson, Kutner & Warner, 2009). In one of such studies, it is established that violent content in online video games leads to aggression with the researchers citing the Columbine High School massacre of 1999 (Subrahmanyam, Kraut, Greenfield & Gross, 2000). According to this study, the shooters were said to have been influenced by a violent game, Doom, which they played every afternoon. As such, it has been indicated that violent online video games increase likelihood of aggressive feelings, thoughts and behavior leading to decreased pro-social behaviors. On the contrary, Granic et al. (2014) argue that the problem does not lie with the games but the manner in which they are played. The researchers argue that playing such violent games in groups limits the feeling of hostility. In fact, I postulate that such games enhance cooperation as a positive social virtue due to the need for playing in groups. Other arguments for the antisocial effect of online video games suggest that such games limit the social content that promotes social development. With this regard, Atwood and Gallo (2011) gives an account of some boys who engaged in a conversation and all they talked about pertained the love they shared for a particular online world game. Given an opportunity to engage in respectful, deep and meaningful conversation, they went rather inept. In as much as linking this particular online game to the poor social skills exhibited by the boys could be spurious, this study affirms the negative impact of online video games on social skills. Anderson and Warburton (2012) and Gentile (2009) further contribute to this argument noting that online video games promote antisocial conditions like hyperactivity and impulsivity which threatens socialization. Nonetheless, Gentile (2009) goes further to attribute such consequences to the kind of games played, noting that others could have lesser impact. Those games that require controlled planning and thought tend to have lesser effect in causing impulsivity and hyperactivity as opposed to those that trigger reactivity as is common among violent games. Establishment of Long Lasting Relationships Online video games enhance long lasting relationships. This would be best explained when considering multiplayer games which encourage interaction among the players. To progress in the game, collaboration could be critical aspect. Atwood and Gallo (2011) observe that typical online games could be fairly played independently with no need for close contact with the other players. However, the scholars observe that multiplayer games would be highly motivated by social interaction. This plays a crucial role in establishing lasting social relationships among such players. Technological provision for interaction tools enables such players to keep in touch thus a lasting relationship. Feeling of being in a community is a direct attribute to online video gaming. As noted by Granic et al. (2014), designers of such games are masters in pulling together people of all ages into a virtual environment where they work together towards a meaningful goal. They would celebrate triumph after successful completion of challenging tasks. The technological tools that allow face-to-face interactions enable such players to interact as a community. In fact, where face-to-face interactions do not exist promote interaction even more. Khoo (2012) attributes this to the inability of players pegging judgments on the other players based on their appearances but rather by their mastery of the game. The shared values and goals among such gamers would be vital in the establishment and sustainability of such communities. On the other hand, online video games, especially when addictive, have the potential of causing the player to be disengaged from friends, family and life in general. Disengagement could lead to loneliness and even depression (Khoo, 2012). As such, it would be valid to argue that online video games could negatively impact on social development. In their study, Bergen & Davis (2011) support this argument noting that teens and adults who spent a lot of time on the Internet playing games significantly reported decline in social involvement. The researchers measured this involvement using factors such as communicating with family, their network sizes and feeling of loneliness. They found out that those who were more drawn to internet games experienced loneliness and decline in social well-being. Gentile (2009) further supports these findings noting that the engagement of children in online video games risks them developing attention deficit that jeopardizes social development. I postulate that these findings reflect the effect that online games have in substituting the time that people spent in social activities with being alone playing. Even so, it would be appreciated that should such persons engage in games involving multiple players, they could benefit from increased socialization; they could expand their social networks as noted by Zhao and Fang (2009). In fact, online video games provide them with an opportunity to socialize with greatly divergent communities. Enhancement of Emotional Tools for Socialization Finally, online video games set the right mood and attitude for social development. These games play a crucial role in teaching the players how to manage their emotions and moods. APA (2013) supports this argument documenting studies that show a positive correlation between playing video games and generation of positive feeling among the players. Indeed, with online video games representing a similar context, I support the fact that the games provide players with skills to manage their moods and attitudes through a series of wins and losses. This makes such persons able to establish and sustain lasting relationships with peers. Moreover, Granic et al. (2014) argue that online video games enhance the belief of children in their abilities. They provide immediate feedback on their efforts in the games with some having visuals of appreciations such as trophies for the children. This boosts their confidence causing them to be confident to engage with their peers, hence promoting socialization among such children. Conclusion Indeed, online video gaming has become a popular technological adoption in playing, a fact that has resulted in its illumination to determine its impact. On socialization, it has elicited immense debate, with opponents arguing that it leads to antisocial behaviors and encourages disengagement from social circles. On the other hand, online video gaming has been credited for enhancing development of social skills, long lasting relationships with diverse social networks and emotional tools beneficial to social development. Whereas the opposing arguments have been found to be valid, they have been criticized for basing findings on wrong approaches to the games and failing to acknowledge the compensatory gains from such games. To achieve the desired outcome, parental guidance would therefore be crucial to ensure that the content, duration and company regarding such games foster positive outcome. As such, I affirm that online video gaming enhances social development. References American Psychological Association. (2013, November 25). Video games play may provide learning, health, social benefits, review finds. Retrieved 14 April 2014 from http://www.apa.org/news/press/releases/2013/11/video-games.aspx Anderson, C. A. & Warburton, W. A. (2012). The impact of violent video games: An overview. In W. Waburton & D. Braunstein (Eds.), Growing up fast and furious: Reviewing the impacts of violent and sexualized media on children (pp. 56 – 84). Annandale, NSW, Australia: The Federation Press. Atwood, J. D. & Gallo, C. (2011). The effects of the Internet on social relationships: Therapeutic considerations. Bloomington, IN: iUniverse. Bergen, D. & Davis, D. (2011). Influences of technology-related playful activity and thought on moral development. American Journal of Play, 4 (1), 80 – 99. Gentile, D. A. (2009). Pathological video-game use among youth ages 8 to 18: A national study. Psychological Science, 20, 594–602 Granic, I., Lobel, A. & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69 (1), 66 – 78. doi: 0.1037/a0034857 Khoo, A. (2012). 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