Video Games: Theory and Culture - Term Paper Example

Introduction The inception of videogames into a child’s life is one that raises several questions, specifically with the content and surrounding plots that are used. This not only contains actions that are required to win a video game, but also includes emergent behaviour that is based around the games that are played. When specific scenarios are introduced to children, it creates a questioning of how children will think and react, especially with physical and emergent behaviour that is intertwined with the game. The studies and discourses surrounding video game content is based on how emergent behaviour affects the thought processes, accepted behaviours and actions that a child takes part in. Several are questioning the long term effects that videogames have on children and the negative connotations that apply to the games. Defining specific understandings about video games and relating this to the effects on children becomes a central concern for those that are looking at the content of the games. Defining Emergent Behaviour The research that is centred on videogame concepts is based on ideas of emergent behaviour. Many have questioned whether videogames can change the behaviour of children, as well as to what extent reality and fantasy in games can be expressed. The concept of emergent behaviour is one that is specific to the development of technology and the processes used for video games. Specifically, emergent behaviour applies to simulations that are in a system. The simulations allow individuals to respond physically to the situation that is occurring while being in an alternative reality that is related to a specific situation. While most emergent behaviour games don’t require a complete physical adaptability, most provide a general physical and emotional behaviour that relates to the game. “One of the most important roles a computer can play is to act as a simulator of physical processes. When a computer mimics the behaviour of a system… it provides us with a unique way of studying the factors that control that behaviour” (Holland, John, 17). The mimicking of physical properties, as well as the understanding of how this relates to human behaviour as an emergent behaviour becomes a central issue when looking at videogames and the specific concepts that are portrayed to children when playing. Creating Meaning from Videogames Because videogames are able to link to physical ideas and concepts, there are many that question the meaning in which children are able to create from specific games. For instance, the example given from Mafia Wars, in which the child is able to cheat by having sex with and killing a prostitute then becomes a question of how this will reflect as an emergent behaviour. If children begin to see this physical process as one that is acceptable, then it can lead to problems within the community and within society. Other examples show the same debates with videogames that promote violent acts and behaviours. To truly understanding the link to emergent behaviours with these videogame scenarios, one has to be able to define the meaning that is behind the plot. This is one that changes meaning, dependent on the context of the game and what is occurring. For instance, some types of violence in games may create a humorous response and meaning, while others with fantasy characters may not link to realistic situations (Goldstein, Jeffrey, 1). Despite the different meanings that are related to videogames, are other meanings that children will automatically respond to because of the physical interchange that is occurring. It is important to note this development in emergent behaviour. This means that, despite any of the meaning that is given in the context of the plot, there is also a different meaning based on the physical reactions of children. It has been noted by some researchers that, no matter what the context is of the videogame, the children will still have higher levels of aggression after they play a videogame for a given amount of time. There is no difference in the levels of aggressiveness between girls and boys, which leads to the questions and debates of many who are looking at the physical responses, rather than the context of the videogames. “Among claims by researchers are that repeated exposure to media violence desensitizes children to witness aggression and raises the likelihood that they will use it, and that children learn from TV, film, and video games that violence is rewarded” (Goldstein, 12). This desensitization, physical responses and learned behaviour that moves through the process of emergent behaviour becomes a key concern to those that are looking into the context that is used, as well as how children respond to these specific portrayals through various mediums of media. The key question that has been raised with videogames is based on ideas of reality and fantasy. This has led to several defining and studying the cognitive and behavioural processes that are a part of videogames. Being able to understand this first then provides several into an understanding of the importance of the context used as well as how the behaviours are affected by videogames. Having this as a response to other issues, as opposed to videogames, and understanding the several layers that are a part of the games then provides a different interpretation of the context used and the dilemma currently facing the content of videogames. Study of Videogames The physical reactions, desensitization and aggression from video games have led several researchers to continue to question the effects of video games on several. One of the continuous studies is based on how children are beginning to act and react to specific situations when playing these games. It has been noted by some that the context of violence in videogames first affects the behaviour of children, specifically by creating aggressiveness in their general attitudes. If children play this at specific times of the day, then this growing aggression can lead to other problems. The attitude not only shows in physical behaviours, but also in cognitive processes, where children begin to believe that responding in a violent manner is acceptable. It has also been noted through this same study that those who continue to expose themselves to the videogames perform poorly in school, argue with teachers and become hostile in almost every environment. This specific study showed these results through the General Aggression Model and showed substantial differences in the physical, cognitive and behavioural attitudes of children (Lynch, Paul et al, 5). These specific findings by other researchers have shown the same complications with videogames, with specific understanding that relates to a series of processes that children move through when playing videogames. This begins with a change in cardiovascular arousal, which is caused with the continuous action in the games that stimulates various parts of the body. The physical reactions that children have are further linked to the simulations that are used in the games. As this arousal continues, it begins to link to the cognitive and behavioural elements of children. When playing the videogames and for a specific time frame after playing, there is a continued heightened sense of physical arousal. It is known that this particular process will create a difference in aggressive behaviours that show in physical and cognitive actions. As the physical stimulation begins to weaken, the children will remember the feeling of heightened aggressiveness. It has been noted that this continues the behaviours after the physical sensation disperses. Bad behaviour in school, lower test scores and the inability to work with others in a helpful manner will then last for a longer period of time. For those studying these reactions is a concern in the continuous reactions. If children continue to use these basic attitudes as a basis that is acceptable, then it will continue into an accepted way of life and may lead to realistic situations that use the same context (Anderson, Craig, 113). The aggressive behaviours and changes in youth from playing videogames is one of the leading studies that are a part of the new technology. Others are moving beyond this to find specific reasons and understanding behind the concepts in videogames and the behaviours that are emerging from this. One of the specific ideals that researchers have noted is the concept of a designed experience. This means that the interactions, development of social relationships that are both positive and negative and actions that are taken then emerge into the reality in which a child relates to. As children play specific games, the ideas of reality are communicated to them at a certain level. As an individual plays a game continuously, their mind develops specific ideals related around the idea experience of the game. If a level is repeated or if continuous repetition occurs with a situation, then this becomes a learned experience. This is combined with new identities that are continuously looked into with the games that are being played. These interactions then show a message toward the player and ideas that can be used in a broader social context. This research shows that the aggressive behaviour is not only one that is developed from the physical reaction, but also relates to the cognitive development and acceptance of reality that the children carry. If the games have controversial social behaviours, then it can be assumed that this will become a part of the understood and accepted reality of the children (Squire, Kurt, 19). The several areas of research have shown that scenarios used in video games create a sense of simulation that causes certain reactions. This includes physical responses first, which then lead to reactions that are behavioural and cognitive. This evolves into accepted behaviours and the idea that reality and the integration of the fantasy games are intertwined. As the ideals are repeated in the videogames, children begin to change their behaviours toward aggressiveness and accept the ideas in the context of the games as a sector of reality. The specific research that has been seen from this is leading others to discourse the videogames and how children are interacting and reacting to the games that are played. Discourses Surrounding Videogames There are several debates and discourses that are surrounding videogames and the effects that it has on children. The several areas of research that have contributed to the aggressive behaviours of children have led into several that are questioning the relevance of this argument, as well as others who show a level of concern toward the context that is used in the games. The several debates have developed into a series of complications surrounding games, the freedoms that they carry and the limitations that may need to be applied when looking at the complications of videogames. Beyond this, are several that are questioning the research that has been applied to the videogames. Others are looking at theories from a psychological, social and environmental viewpoint. This creates alternative theories and discourses related to the concept of violence in videogames. One of the growing discourses that are a part of videogames is from parents, researchers and those looking at the violence and context of the games. The concern is based on the cognitive and behavioural acceptance that may arise from playing the games. Many are also showing ways in which this will affect the social and cognitive effects of children. The main debate that is occurring with this is a question of the extent to which this will happen and if it is a relevant issue for children. One of the discourses that show this as a relevant issue is based on the concept of videogames shaping the culture in which we live. One author states out that the children who live in this reality eventually use the simulations to create their own reality. As more children do this, it becomes an accepted way of life and is eventually integrated into the culture in which we live. This is noted as the crocodile effect and the Disney effect. “The crocodile effect is the notion that virtual occurrences, with all their aesthetics and dramaturgy, may become more attractive than real life. The Disneyland effect is that some cultural phenomena are so obviously artificial or virtual simulations, in a sense, can seem more real” (Linderoth, Jonas et al, 228). The debate over whether children can tell the difference between reality and fantasy, as well as how this applies to the making of culture becomes a central concern for many. When relating this to aggressiveness and behaviour, it then becomes a main discourse that is followed by those looking at videogames with culture as the main concept. Related to this concept are several discourses that question the idea of play and whether children relate this to reality. There are several that believe that children are able to tell the difference between play and reality and don’t apply these two concepts into the same actions. When the rhetoric of games is placed in the context of fantasy, then children understand and develop an attitude about the idea as a game, as opposed to reality and culture. This relates to the theory of play as progress, which states that children will take concepts of play and will use it for social and cognitive growth. If this is for development, rather than play, then the idea behind the violence of videogames becomes questionable. However, many believe that the videogames constitute only the idea of play and the activities remain in this different category for children. The question of perception then becomes integral in defining the effect that videogames have on children, with many that believe children understand the difference between the concept of play and reality, also known as the competent media child. This particular concept is further related to the narrative told, images used, space of virtual environments and the way in which children perceive these ideas (Linderoth et al, 230). The questions that continue to raise discourses then move into the aggressiveness and behavioural problems associated with the videogames. Even though many have researched this particular arena with videogames, several disagree with the reactions that children have after playing the games. The several research areas that have been based on the aggressive behaviours have been altered with similar arguments related to the fact vs. fiction arguments on children’s behaviours toward videogames. Many state that the interactions are safe to the children and know they aren’t applied to real life. This same argument leads into several stating that videogames become a way to relate to others socially and help to develop communication, strategy and ideas about the games. The ideas of violence for children and their behaviours then lead into concerns that relate to ethics and responsibility for children. Designing games that allow children to begin seeing and thinking in this way becomes problematic as it doesn’t provide a strong moral basis for children. However, many state that this can become positive if the children become aware of the negative connotations of violence and the actions taken in videogames. “A rather common position taken is that computer games evidently can have both positive and negative effects. The most common methodological criticism has to do with validity. Effect studies only include short – term measures with experimental methods. Even if these studies show positive results, it is always a question of which level of ecological validity can be ascribed to the specific study” (Linderoth, et al, 238). The questioning of the validity of the studies as well as the criticism then leads to several other disputes. For instance, many state that the degradation in society from other environmental factors should be considered. Acquiring knowledge in other forms, such as through other media, school and influential peers may relate to the same deconstruction and move into violence. Another concept that has been developed in relation to the context of the game is based on the external environment that is established while children are playing the games. What users say and do when playing the games becomes related to the idea of how dangerous the interactions are with the videogames. Looking at the multi-faceted ideas that are intertwined with the development of the games and understanding the outside context is important in the relationship and reactions to those playing the videogames. For children, this may develop a sense of media literacy as well as the ability to have a space between formal and informal learning. This creates a difference how children relate and understand both physical and virtual spatial areas. The ability to understand the different cognitive processes that children use with this media literacy is an important facet when defining the concepts of videogames and the way in which children respond to the effects of gaming (Linderoth, 244). The several questions and discourses that are a part of video games is one that continues to be researched and studied, with most stating that there needs to be further research to define what the limitations should be with children. The debates that many have noted move beyond the question of violence as an issue of context that leads to aggression. This also leads to debates on ideas of reality and fantasy, perceptions that children have and the relationship to the games being played. Further understanding of this would then provide researchers with further concepts that would create more ideals related to the cognitive processes and development of videogames when relating to emergent behaviour. Conclusion The several concepts that are associated with videogames show strong opposition to the violence and context that is currently a demand in the games. The children that are exposed to specific ideas that relate to violence are also questioned in several areas because of the possible changes in behaviour that they are affected with. However, the research that has been done on this specific topic also shows sets of misinterpretations and misunderstandings on the idea of emergent behaviour and videogames. The disputes that have been noted are questioning concepts of reality, learning processes and how this associates with the context of videogames. For some, this is leading into further research that shows the aggressiveness and potential immortality of the games. For others, this creates a questioning of the cognitive processes used with videogames as well as their association with reality. The disputes and theories that have moved into the central concepts of the videogame culture have now created a set of ideals related to videogame plots and violence. References 1. Anderson, Craig. An Update on the Effects of Playing Violent Videogames. Journal of Adolescence (27), (1), 2004. 2. Goldstein, Jeffrey. Violent Video Games. Handbook of Computer Game Studies, 2005. 3. Holland, John. Complex Adaptive Systems. Daedalus (121), (1), 1992. 4. Linderoth, Jonas, Annika Lantz – Andersson, Berner Lindstrom. (2002). Electronic Exaggerations and Virtual Worries: Mapping Research of Computer Games Relevant to the Understanding of Children’s Game Play. Contemporary Issues in Early Childhood (3), (2), 2002. 5. Lynch, Paul. The Effects of Violent Video Game Habits on Adolescent Hostility, Aggressive Behaviours, and School Performance. Journal of Adolescence (27), (1), 2004. 6. Squire, Kurt. From Content to Context: Videogames as Designed Experience. Educational Researcher (35), (8), 2006. Read More