Should Electronic Play be Encouraged for School-Age Children - Research Paper Example

School Almost all researches on electronic play have been centered on its probable negative effects for school-age children and adolescents. Despite the fact that computer and video games have been a source of significant concern today, somehow they also include positive influences on children’s development. This article will consider the potential benefits from electronic play, as well as its negative effects that observers believe are geared toward violence and aggression. In-depth analysis, personal perspective and opinion on the issue will be presented, alongside some insights into how electronic play could affect the developmental play of children and adolescents. Potential solutions and recommendations are suggested. Introduction More than four decades ago, electronic games were not known to children. However, due to modernization and technological innovations, electronic game play has now become 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. More innovations boomed until computer and video games likewise made it into the homes of children. Children began spending more time playing video games. Games became intensified with more violence through the years and later turned into a growing concern among parents, educators, child supporters, medical experts, and legislators (Kent, 2001). Death Race, an arcade game launched in 1976, was the first electronic game to get attention from the public (Gonzalez, 2004). In several fields of scientific nature, researches have been undertaken to determine whether media games with violent substance could possibly cause a player’s aggressive behavior (Funk et al., 2002; Gentile, Lynch, Linder, & Walsh, 2004; Sherry, 2001); desensitization (Funk, Baldacci, Pasold, & Baumgardner, 2004); addiction (Salguero & Moran, 2002); actual violence or aggression; stimulatory reactions from playing these games (van Reekum et al., 2004); and the exploitation and effectiveness of electronic game ratings (Haninger & Thompson, 2004). Through the years, 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 game 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, 2008). 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. According to Green and Bavelier (2003), computer and video games could actually improve visual concentration, cognitive skills and gross and fine motor skills. Anderson and Bushman (2001) and Griffiths (2003, 2004) investigated the games’ potential therapeutic results and increased social interaction enhanced by electronic games. Moreover, studies have been made on the significance of these games in developmental play (Gelfond & Salonius-Pasternak, in press; Goldstein, 2000; Penny Arcade, 2002; Scarlett, Naudeau, Ponte, & Salonius-Pasternak, 2004) and in education (Din & Calao, 2001; Fontana & Beckerman, 2004; Kankaanranta & Nousiainen, 2004; Yelland & Lloyd, 2001). However, contrary to the above-mentioned optimistic side of electronic games, in another study by Anderson and Bushman (2001), the authors posited that constant exposure to violent games could encourage aggressive behavior by influencing the players’ personality (Kirsh, 2003), social culture (Bandura, 1986), and unsympathetic social behavior (Dodge, 1980). Should electronic play be encouraged for school-age children? With the evidences presented in this paper, readers will be able to weigh both sides of the arguments. This paper will attempt to answer the question. Electronic Play: At its Best and at its Worst Electronic play has 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., 2004). This is called the “rhetoric of progress”: Play is a major contributory factor in children’s overall development (Sutton-Smith, 1995). Setzer and Duckett (1994) argues that the constant 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. Another convincing disagreement was presented by Leonard Sax in his book Boys Adrift (2007) 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 (p. 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. Through electronic play, children are provided with exclusive opportunities 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 & Gelfond, 2005). Media play may help build up a child’s self-rule of stimulation. Through experimentation and exploration of computer and video games, 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 (Goldstein, 1995). 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 (Salonius-Pasternak & Gelfond, 2005). A contradiction to the mentioned positive benefits from electronic play is seen in Anderson’s (2002) research on the interactivity of violent computer games affecting 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. All electronic games oblige the active involvement of players rather than purely inactive observation (School Age: Video Game Addiction, 2008). 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 2002). A study by DeGaetano and Bander (1996) 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. The physical health of a child could likewise be influenced by computer gaming. Obesity, bad posture, muscular and skeletal disorders have been found to be somewhat connected as well. Electronic game play shapes the developmental stages of a growing child. 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 & Duckett, 1994). Engaging in electronic games with violent substance introduces children in the careful exploration and handling of complex matters of conflict such as aggression and demise, devoid of any consequential realities (Bensley & Van Eenwyk, 2001). 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 entity’s character and level of association with the game. Thus, whereas some children’s behavior may be influenced, others may not be as susceptible (Salonius-Pasternak & Gelfond, 2005). Should electronic play be encouraged for school-age children? 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. Because game players are mostly children, attention should be given to identify and measure the effects violent games have on children. Despite numerous researches on the impact of violent electronic games on children, there appears to be as much perplexity as ever. Do video games increase violence and aggression among the youth? Do these games cause violence, or do those children already exposed to violence in society choose games of aggression? Even if we agree or disagree that violent video games increase the likelihood of violent behavior, and with all studies undertaken by psychoanalysts, educators, scientists, computer technologists, parents and even commoners, we will be able to find support to our arguments. I strongly agree with 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. However, let us not underestimate the beneficial effects electronic play has on children. Video games are educators. The interactive nature of this electronic media is 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, from the evidences presented, 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, this kind of games is not easily accessible. Possibly, future development and wide distribution of these materials will be able to encourage more learning for electronic gamers. 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 (Elmer-Dewitt, 1993 p. 58). As the development of video games flourish, the situation gets worse, specifically, the assaults on the mental performance and growth of children gets 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. Now that I have laid down my views, it is for the readers to agree or disagree with my stance. Should electronic play be encouraged for school-age children? My unwavering answer is no. Potential Solutions and Recommendations Some cities and towns across the U.S. have restricted or prohibited accessibility of video game to the public (Silvern & Williamson, 1984). Control on selling hours and restrictions on access to school age children during school hours are imposed. 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 the “forbidden fruit.” It should be from the individual awareness of liable 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. 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