Effects of Violent Video Games on Adolescent Behavior - Essay Example

Effects of Violent Video Games on Adolescent Behavior Effects of Violent Video Games on Adolescent Behavior An act of violence contains the use of rough physical force, with an aim to destroy. Violent computer games, therefore contains in built fictitious amusement actions with these characteristics (Anderson & Bushman, 2001). According to Ferguson & Kilburn (2009), watching this kind of games has a huge effect on the human mind. These scientists’ observations prove that what the human eye sees becomes recorded both in the long term and the short term memory. Recent trends show an increased rate of violent game production. The concern arises where the highest percentage of users fall in the adolescent age bracket (Ferguson & Kilburn, 2009). An adolescent is a young person, mainly falling in the age bracket of 12 – 18 years. Research as per the entertainment software association proves that the largest percentage of video game users fall in this category. Of these, the ratio of girl is to boy usage is 1:4, respectively (Wade & Beck, 2006). Research done by Anderson & Bushman (2001), to assess the effects of violent computer game use, focuses on given elements to make the right assertion. These include educational achievements connected to the use of games, as well as, the health and behavior progressions resulting from the use of violent computer games. The researchers also examine other factors, including game mechanics, structure, and their effect with regards to user hand and visual co-ordination. The conclusion drawn by these authors is that, violent games lack educative benefits and further lead to behavioral deterioration, as is evident from juvenile delinquency. According to Radoff (2009), computer games are inbuilt simulations in software form, where a human has control over the modeled characters. The author posits that, whereas violent computer games cause amusement in the short-term, the long-term effects could be wanting. Great debates and opinions arise, as to their effects both socially and scientifically. While proposers argue that it is a form of expression media, thus protected by the freedom therein, others point out their harmful nature (Herz, 1997). However, scientific arguments by Freedman (2002) provide a more viable argument in regard to this topic. The scientist’s debates revolve around the negative effects of violent video games such as aggression and addiction. Several violence incidents tend to occur, as a result of perpetrators playing violent video games. According to research conducted by Kurtner & Olsen (2008), both negative and positive effects occur as a result of playing violent computer games. However, in support of Freedman (2002), the author is emphatic that the negative effects outweigh the positive aspects. Research by Anderson & Bushman (2001) further proves that violent video games cause short term aggressiveness in their users, and foster players’ lack of sensitivity to other people’s rights and welfare. The study by Ferguson & Kilburn (2009) also proved that violent video games promote gender insensitivity. These researchers found out that about 40% of violent video games entail simulated harassment of female characters, whereas others do not feature proper female representation. In addition, other violent games portray rape incidents, which could affect adolescents’ psychology. An example is the game named Rape lay, having a scene of the player attacking a mother with her daughters. Most of these games abuse females by portraying them as sexual beings. Ferguson & Kilburn (2009) also emphasize that only a minute percentage of violent games reflects the female characters as being strong and dignified. These scenes affect the perception of adolescents regarding females, as weak and non-valuable. This may also induce them to perceiving these actions as cool and allowable. Anderson & Bushman (2001) indicate that addiction could be another negative result of violent computer games. The authors define this, as the use of computer games in a manner that lacks control. This causes the isolation of players from their families, and other natural life events. This may prevent the adolescents to lose focus on real life, and managing themselves. Anderson & Bushman (2001) also found out that some violent computer games portray racism. The researchers discovered that in games which allowed adolescents to choose the skin color of opponents, the black characters are portrayed, as violent and fearsome. Ferguson & Kilburn (2009) assert that the use of particular conditions of a person may be used to detect people affected by use of violent computer games. One such condition is the anti-social personality disorder. They propose that this disorder could determine a great number of persons likely to act violently due to playing violent computer games. They further assert that persons exposed to violent environments suffer a higher likelihood to the negative effects of violent computer games (Ferguson & Kilburn, 2009). The catalyst aggression model, which makes use of diathesis-stress perspectives, refutes the findings against use of violent computer games (Anderson & Bushman 2001).Violent computer games as well as media, cause minute and distant effects on people. In a meta-analysis report, users of violent computer games retrogress in acts of empathy, but increase aggression. Aggression results from strained environments and genetic risk, such as peers or family members (Freedman, 2002). This model further claims that aggression may result from anti-social personalities as well as stress. The suggestion made by this model asserts that violent computer games may arouse the player’s emotions and thoughts. This arousal creates short or long-term violent effects on the user (Anderson & Bushman, 2001). Another study by Kurtner & Olsen (2008) claims that, meta-analysis includes arguments against meaningful effects, as well as, arguments supporting negligible effects. This leads to the impression that the debate on the effect of violent computer games comprises of only minor effects (Ferguson & Kilburn, 2009). Further claims made by Radoff (2009) suggest that this analysis does not reflect quantifiable measures of aggression. The researcher goes on to claim that no evidence exists regarding whether violent computer games affect mentally unstable adolescents. Grossman (1999) argues that shooters in violent computer games act as simulated murderers, and this may ultimately lead to actual murder. The author also states that violent computer games divert the involved adolescents from ethical behavior. This includes gaining skills on the use of crude weapons at a tender age. Anderson & Bushman (2001) support this idea by stating that knowledge transfer of this manner leads to hardened emotions regarding murder. This is especially so, since violent computer games simulate the killing of a large number of simulated opponents in a single game (Grossman, 1999). Obsession is also another effect that could arise from us of violent computer games. Several cases exist, where children caused harm to their parents due to being denied access to the games (Grossman, 1999). Research by Ferguson & Kilburn (2009) further states that, aggressive behavior is associated with violent media. However, these claims indicate that such violent games only cause minor impact. A research by Von Salisch et al. (2011) of incidents involving school shootings, showed that of the involved individuals, twelve percent played violent video games. In the longitudinal study on German youths, these assertions brought forth contradictory suggestions. The study showed that naturally aggressive youth tend to love violent video games alike. A psychological report by Wade & Beck (2006), claims that violent video games have the capability to increase aggression in adolescents. These authors however, embrace the fact that effects depend on individual personality traits. This means that while some adolescents may acquire negative effects, to others; these games provide positive learning environments (Radoff, 2009). The study by Kurtner & Olsen (2008) posits that, despite an increment in sale of violent computer games since the 1990’s to date, there has been a decrease in juvenile arrests made for violent crimes in the US. The study argues that adolescents who do not play violent computer games suffer a high risk of acquiring aggression. This is because violence is part of the natural adolescent social life setting. Kurtner & Olsen (2008) are emphatic that violence in adolescent children does not necessarily result from playing violent computer games. This is a view backed by Herz (1997), who indicates that claims made simply show that adult authorities focus on the minor causes of aggression in adolescents due to moral panic. This further leads them to be over-suspicious and hostile to the youth. It causes them to drift further from ethics as well as develop aggression since they do not feel as part of the ethical system (Herz, 1997). Violent video games also contain positive effects on adolescents (Kurtner & Olsen, 2008). Their report shows that active computer game players depict impressive visual-hand co-ordination as compared to non-players. These cognitive skills include sharpness to collect vast information quickly, as well as, good motor skills. Wade & Beck (2006) also claim that these people acquire skills to resist distraction. Computer games with the play station moves accord these skills. Computer games such as Grand Theft Auto Four, known to relieve anger could be used as stress relievers (Kurtner & Olsen, 2008). These computer games provide an avenue through which adolescents can bond, as well as engage in social discussions. They also build the adolescents self-esteem, whereby a score gained in the game could motivate them to make achievements in life. Multi-tasking skills could also be gathered from games involving full body movement (Radoff, 2009). This further instills leadership skills in the player, since he/she learns to co-ordinate a variety of simulated individuals (Kurtner & Olsen, 2008). In education, problem solving skills result from playing computer games. Players also gain computer literacy at young age. Violent computer games induce highly regarded traits in entrepreneurship such as being assertive and avoiding pro-socialism (Herz, 1997). The research further proves that the current society overlooks the benefits of violent computer games (Wade & Beck, 2006). Research by Von Salisch et al. (2011) focuses on at least five elements of violent video game effects on users, all based on violent computer game use, as a function to their achievements. The first element is visual-hand co-ordination as a result of game mechanics. The second aspect focuses on both health and educational acquired skills due to the use of these games. Also focused upon is the change in thinking capacity as well as behavior and how the game structure affects the visual and dimensional skills of the user. The final element focuses on group dynamics, with regard to the game context. The research findings on these elements show that violent games have both positive and negative effects. Wade & Beck (2006) suggest that in order to maintain ethics in society, regulations and guidelines have to be put in place. For instance, game production companies should voluntarily provide internal control measures for their games. This would regulate the extent of violence contained in the games. Such companies should also provide potential clients and parents with information regarding the content of the computer games. This happens through providing age limit rates on the game package. Violent computer game use evidently has varying effects on adolescents. Research by Ferguson & Kilburn (2009), clearly shows that violent computer games cause aggression and reduced social mindfulness. However, the games could also have positive effects; an aspect impeded by adolescents’ minimal judging capacity, which prevents them from choosing between right and wrong. Considering the effects of violent computer game use, regulation on their content and usage is crucial. This is best supported by Grossman (1999), who states that although each person has a right to speech; most adolescents still fall in the minors’ age bracket. This means that appropriate decision making lies with their elders in society. These regulations should come from their parents, as well as, the computer game producers. Various nations uphold differing views on the issue of violent games. Nonetheless, regulatory bodies should continue placing strategic measures to prevent portrayal of excessive violence in the games (Grossman, 1999). Computer game producers should also be cautioned against releasing games that corrupt good morals. Alternatively, regulatory bodies could merge and form a standardized rating on violent computer games. This coupled with parental support and guidance could assist adolescents to enjoy playing their favorite games, and at the same time prevent moral destruction (Kurtner & Olsen, 2008). References Anderson, C., &Bushman, B. (2001). Effects of Violent video games on Aggressive Behavior, Cognition, Affect, Psychological Arousal, and Prosocial Behavior: A Meta-Analytic Review of Scientific Literature, 12(5), 353-359. Grossman, D. (1999). Stop Teaching Our Kids to Kill: A Call to Action Against TV, Movie and Video Game Violence. New York, NY: Harmony. Ferguson, C., & Kilburn, J. (2009). The Public Health Risks of Media Violence: A Meta- Analysis Review. The Journal of Pediatrics, 154(5), 759-763. Freedman, J, (2002). Media Violence and its Effect on Aggression: Assessing the Scientific Evidence. Toronto, Canada: University of Toronto Press. Herz, J. (1997) How Video Games Rewired Our Minds. New York, NY: Little Brown Company. Kurtner, L., & Olsen, C. (2008) Grand Theft Childhood: The Surprising Truth about Violent Video Games. New York, NY: Simon & Schuster. Radoff, Jon. (2009). Six Wonderful Things about Video Games. Retrieved from http://radoff.com/blog/2009/12/08/six-wonderful-things-about-games/ Sherry John (2001). Effects of Violent Video Games on Aggression: A Meta – Analysis. Human Communication Research, 27(3), 409-431. Von Salisch, M. Vogelgesang, J., Kristen, A., & Oppl, C. (2011). Preference for Violent Electronic Games and Aggressive Behavior among Children: The Beginning of the Downward Spiral? Media Psychology, 14(3), 233-258. Wade, J., & Beck, M. (2006). How the Game Generation Reshapes Business. New York, NY: Harvard Business School Press. Read More