Do Video Games Affect the Players Perception of Violence - Case Study Example

Video Games Video Games Introduction Video games have turned into an integral part of peoples’ daily lives. Video games today haveturned into the mainstream thing, and some critics (Happ et al., 2012) even believe that interacting with these virtual agents can have some psychological effects just like the effects that arise when interacting with humans. Studies have revealed that playing violent games, and in particular, first person shooter video games, have harmful effects on emotions, cognitions, and behavior, for instance, a decrease in prosocial behavior and empathy and a raise in aggression (McLuhan et al., 2001 and Ewoldsen et al., 2012). However, in addition to the content of game itself, identification with vicious characters enhances violence for both playing video games and watching TV. The natural traits of video games also support identification (McLuhan et al. 2001). Players assume novel characters, ‘‘try on’’ superlative characteristics, share game characters’ objectives, and endure their feelings, which might further strengthen the apparent pleasure of playing video games (Ewoldsen et al., 2012). Observing and modeling attitudes, behavior, as well as emotional reactions of others, are essential features of the social learning theory. Through wishful identification, which offers a glimpse of ‘‘what if,’’ players might identify the virtual character as their role model (Happ et al., 2012). This is further endorsed by the high level of freedom of action in these video games and norm-breaking behavior (killing human figures), which otherwise causes negative (social) implications (Ewoldsen et al., 2012). Because video games have been made appealing by violence and also the media depicting these people are heroes, identification with a video game character and also feeling connected to the violent character are significant aspects in clarifying negative effects of video games (McLuhan et al., 2001). Thus far, a small amount of research has directly contrasted the effects of first person shooter video game characters, which differ with reference to users’ discernment of their morality (good versus evil). This paper intends to narrow this gap by presenting the effects first person shooter video games have on the player’s perception of violence. This paper finds that, playing first person shooter video games cause more hostile perceptions and less prosocial behaviors. Purpose of Inquiry The U.S. population spends a lot of time viewing media violence (Happ et al., 2012). Of this population, teenagers have the most exposure to media violence. According to Travers (2008), adolescents from the ages of eight to 18 use over 40 hours per week on some form of media, not including homework or school assignments. In the past, TV was the main source of accessing media violence; however, today, video games have become more and more popular. Playing vicious video games is turning into more of a greater worry since empirical evidence proposes violent video games raise adolescent aggression (Travers, 2008). The three school shootings, which occurred in Arkansas, Kentucky, and Colorado, in 2008, expanded the urge to study the implications of first-person shooter (FPS) video games on teenager behavior. McLuhan et al. (2001) reported the two shooters liable in the Columbine Massacre developed a modified version of the first-person shooter video game “Doom” and people found out that the actual shootings resembled the modified version. Also, the link between FPS games and latest school shootings supports the urge for investigation on the implications FPS games have on teenager behavior. Significance of Inquiry Investigation related to teenager aggressiveness is helpful in the effort of developing much safer and more educational environments in schools. Research has revealed that violent video games enhance aggressive thoughts and behavior in teenagers (Travers, 2008). Research has also revealed that youth who are greatly exposed to vicious video games perceive the world as a hostile place and are more hostile to people, get into more quarrels with their seniors, perform more poorly in school and get into more fights (Happ et al., 2012). Furthermore, evidence has revealed a connection between first person shooter (FPS) video games exposure and teenager violence exists (McLuhan et al., 2001). Nevertheless, investigation on the implications that different types of first person shooter video games have on teenager aggressiveness is still uncertain. The lack of convincing evidence on teenager behavior when exposed to diverse FPS video games forms the significance for this term paper and future research. This is important since future research on first person shooter video games can bring attention to practitioners and policymakers. Law makers can then strive to better control aggressive video games that might reduce teenager exposure to aggressive video games, inevitably easing adolescent violence. Theoretical Framework There are many reasons that justify why exposure to aggressive video game can enhance violence behaviors and thoughts in both the short and long run. Also, reasons exist to argue why greater levels of hostile actions will come from playing FPS games. In this study, the theoretical framework arises from McLuhan’s notion that the Medium is the Message. It is a premise used in almost all media literature, which clarifies why people portray what they watch. In related investigations, research has been directed by the use of McLuhan’s theory (Barlett et al., 2007; Ewoldsen et al., 2012; Happ et al., 2012 and Travers, 2008) to clarify why teenagers demonstrate rises in hostile behavior. The Medium is the Message assumes an Aggression-Related Priming procedure to further validate the relationship between adolescent aggressiveness and video game violence (Barlett et al., 2007). Literature Review First Person Shooter (FPS) Games First person shooter (FPS) video games are games that incorporate first-person perception action-based violence (Travers, 2008). These kinds of video games have become more and more popular all through the last two decades. The player has the privilege of playing the video game through the virtual character’s eyes with their preferred weapon being displayed on the screen (Barlett et al., 2007). A majority of FPS games normally include weapons such as sophisticated guns, bazookas, ammunition vehicles and grenades and knifes among other sophisticated killing materials. This feature of first-person shooters video games develop a real-life, individual imitation for the player (Travers, 2008). The player gets to exercise his/her aiming and shooting at other subjects. They can be shot at and murdered, as well, which enhances the authenticity of the game (Travers, 2008). Goldeneye 007 was a highly popular FPS video game, which came to the video game scene back in 1997. The game was a vastly crafted game that included a realistic setting, artificial intelligence, head shot accuracy shooting, as well as a hero in James Bond (Barlett et al., 2007). Players were now offered a platform that could help them practice their aiming and with only one rightly aim shot, could murder their enemy. In Goldeneye, they players were furthermore praised for their killing endeavors, which eventually passed them through the stages and levels of the entire mission (Barlett et al., 2007). Teenagers who are highly exposed to such games started began to adopt the rewards of their aggression. FPS video games have been gradually teaching teenagers that it is acceptable to be hostile and use aggression as a means of correcting problems. Barlett et al. (2007) assert that through experiencing and observing others, humans learn that violence pays off. The social learning theory claims that people learn social behavior through observing and impersonating others and through being punished and rewarded (McLuhan et al., 2001). Anderson et al. (2003) also argue that people learn aggression not just through experiencing its reimbursements, but also by watching others. The authors claim that the impacts of other’s actions have a huge influence in peoples’ decisions to act differently or similarly. When a teenager is playing in an FPS game, he or she is not permitted to progress on to the subsequent level till all enemies are shot dead. A kind of positive support for murdering all enemies rivaling the virtual character in the game is now being developed (Travers, 2008). Teenagers are able to watch this and develop aggressive reactions by seeing the characters on TV. Violence is then endured when playing FPS games due to how close to realism most these video games have turned into. The experience the player gets is the greatest tool for learning (Ewoldsen et al., 2012). Teenagers are gaining considerable amounts of experience with the violence in FPS games so much that they are staring to perform this aggression into the actual world, for instance, in schools (Ewoldsen et al., 2012). Travers (2008) found that teenagers who are exposed to many violent video games are more involved with actual fights with other students and quarrels with their teachers. Happ et al. (2012) reported that roughly 10% of teenagers, varying from two to 18 years, engage in computer and video games for over one hour a day. In addition, eight males aging from eight to 13 years average over seven hours per week of video games. Of the games, which were marketed to these teenagers, violent video games appeared to be the top sellers. Games such as Grand Theft Auto IV, Call of Duty and Scarface (all of which are first person violent video games) got the most sells in 2008 (Happ et al., 2012). The Grand Theft Auto (GTA) series of games, for instance, include stealing car, having sex with and then killing sexual workers, gunning criminals and down cops, and using vulgar language (Ewoldsen et al., 2012). Call of Duty, on the other hand, involves leading an army as a first person shooter through many types of terrain aggressively shooting anything that comes your way. The combination of violence and video games has become fascinating to teenagers in today’s world (McLuhan et al., 2001). These games have been overwhelmingly popular among teenagers as far as aggressive video games, but numerous other aggressive video games are also being played. Anderson’s et al. (2003) research found out that following 54 independent studies of the connection between aggression and violent video games, including over 4,000 participants, the standard effect size was both significant and positive. For instance, Anderson et al. (2003) found out that a study carried out by Gross and Irwin (1995) measured physical hostility (hitting, kicking, shoving, pinching, etc) between males who either played a violent or non-violent video game. Findings revealed that the boys who frequently play the aggressive video games display more physical aggression to their peers with a standard effect size of .31. In another research, Happ et al. (2012) observed that university students playing a first person shooter video games administered over two times as many high-intensity punishments compared to those that only played a non-violent game. For both sexes, the standard effect size was considerable with being females .50 and males .57. In another study, Ewoldsen et al. (2012) gauged aggression in participants who played a first person shooter video game named, Dactyl Nightmare, in contrast with participants who only acted out similar movements to those playing the game. The authors’ findings revealed that the participants who played the game exhibited considerably greater rates of aggression in contrast to participants who just followed the movements (r =.50). Empathy’s Role in Media Perception Empathy, the capacity to comprehend and share in another person’s emotional context or state, is frequently applied in aggression and violence prevention as a defensive factor and learning instrument (McLuhan et al., 2001). Empathy is also used in the fictional context and has been known to have a vital role in media awareness. Changing the focus to a victim in the video game, for instance, improves empathy in video game players. Happ et al. (2012) argued that inducing empathy might make participants distinguish the aggression in the game as less justified. The authors also argue that empathy reduces aggression and improves prosocial actions when playing a famous, optimistically connoted comic character, whereas the reverse is anticipated when playing a well-known villain. This confirms that FPS videos games indeed affect the perception of the player. Happ’s et al. (2012) study assessed the implications of the ethical nature of a character (good or bad) on the player in an aggressive video game. Also, it was assessed whether the initiation of empathy has fairing effects. Participants in the study who played Superman exhibited more encouraging behavior and less aggressive perception bias compared to those who played Joker. Happ’s et al. (2012) study further supports that famous icons of pop culture, as well, have considerable effects on both media users’ discernments and behavior. This is along the lines of McLuhan’s et al. (2001) research arguing that if players behave in line with their idealized idols, they face satisfaction. However, most interestingly enough, empathy was acknowledged to have differential implications on cognitions in character conditions. In Happ et al. (2012), empathy in the hero state depicted its famous positive powers discovered with fictional and real violence. In comparison, empathy with the aggressive Joker enhanced the unconstructive violent video game implication on cognition. Therefore, empathy might fail relying on avatar traits in video games that is in proportion to earlier studies such as Anderson et al. (2003). Chart 1 shows the prosocial behavior for participants who had played Superman or Joker (in %). Chart 2 shows the hostile perception partiality for participants playing Superman or Joker as a function of having read the empathy. Error bars show –/+ 2 standard error of the average. Discussion After evaluating the numerous texts with reference to the paper’s topic, there was no proof found on the diverse types of FPS games. Nevertheless, using the depictions of reality and fantasy as cited by Barlett et al. (2007), FPS video games can be divided into two groups: reality and fantasy. Even though, there is questionable proof to respond to the research question, using the investigations carried out by Anderson et al. (2003); Barlett et al. (2007); Ewoldsen et al. (2012); Happ et al. (2012) and Travers (2008), one can make convinced predictions. Anderson et al. (2003) showed there is a constructive relationship between aggression and video game violence that includes FPS video games. In essence, perceived reality study has proposes that more sensible content can cause larger behavioral or emotional effects. Applying the results of Anderson et al. (2003); Barlett et al. (2007); Ewoldsen et al. (2012); Happ et al. (2012) and Travers (2008), research reveals that teenagers exposed to reality FPS video games will depict much higher hostility compared to teenagers exposed to fantasy based video games. Conclusion and Recommendations This paper has endeavored to narrow this gap between the effects first person shooter video games have on the player’s perception of violence. By reviewing literature such as Anderson et al. (2003); Barlett et al. (2007); Ewoldsen et al. (2012); Happ et al. (2012) and Travers (2008), it can indeed be established that first person shooter videos games affect the player’s perception of violence. Today, teenagers are flooded on a daily basis with new violent media. It is vital to consider study on violent media when scrutinizing video game literature since research has proved that the two can be connected when gauging the implications of teenage hostility (Anderson et al., 2003). After going through similar study on video game violence and the shootings taken place in American schools, Anderson et al. (2003) showed that the shooters were profound players of the FPS video game, Doom, and a lot of the methods applied were similar to the game. After significantly assessing the literature on video game aggression, there is need to additionally research the field of FPS video games. Because there was no literature on the diverse types of FPS games, in a future research, the diverse types of FPS games should be explored. After reviewing what the diverse types of FPS games are, a future study should measure the diverse implications that the FPS games have on teenagers. To deal with the major difference in gender all through the literature, future research should focus more interest on the implications video game aggression has on females. After research is published on female behavior after being exposed to aggressive video games, then better comparisons can be reached between genders. References Anderson, C. A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J. D., Linz, D., Malamuth, N. M., & Wartella, E. (2003). The influence of media violence on youth. American Psychological Society, 4(3), 81-110. Barlett, C., Harris, R., & Baldassaro, R. (2007). Longer you play, the more hostile you feel: examination of first person shooter video games and aggression during video game play. Aggressive Behavior, 33(6), 486-497. Ewoldsen, D., Eno, C. A., Okdie, B. M., Velez, J. A. Guadagno, R. E. & DeCoster, J. (2012). Effect of playing violent video games cooperatively or competitively on subsequent cooperative behavior. Cyberpsychology, Behavior, and Social Networking, 15(5), 1-4. Happ, C., Melzer, A., &´ PhD, Steffgen, G. (2012). Superman vs. bad man? The effects of empathy and game character in violent video games. Cyberpsychology, Behavior, and Social Networking, 5(5), 1-5. McLuhan, M., Fiore, Q., &Fairey, S. (2001). The medium is the message: An inventory of effects (5th ed.). Berkeley, California: Gingko Press. Travers, C. (2008). The effects of reality vs. fantasy based first-person shooting video games on adolescent behavior. Retrieved from http://drum.lib.umd.edu/bitstream/1903/10106/1/Travers,%20Christopher.pdf Read More