The Relationship between Playing Violent Video Games and Visual-Spatial Cognition - Literature review Example

The Relationship between Playing Violent Video Games and Visual-Spatial Cognition Video games came in the late 1900s. Today, it is a fad. The youth is especially attracted to video game playing in video galleries and in their own homes. Portable video game gadgets and the Internet have made it a big business, but there is a problem. Some video games are violent. And so, these have been blamed as the cause of violence and aggression among the youth. (Ferguson, 2007). However, not all video games are violent. In fact, the video game is already a learning tool in schools. It is a recent addition to the audio-visual movement in education which began in Post-War II years. Still, some people are very much concerned about violent games which are different from the educational video games in schools. Writer Wilma Scott Heide, for example, said: “We will no longer be led only by that half of the population whose socialization, through toys, games, values and expectations, sanctions violence as the final assertion of manhood, synonymous with nationhood” (Partnow, 2000). And so, facing the issue of violent video games, scientists have made studies. So far, the studies do not say the same things. Ferguson admits there are studies which say violent video games cause aggressive thoughts (2007). But he makes it clear that aggressive thoughts do not mean aggressive actions. All in all, these arguments are confusing. Therefore, this paper is written as an examination of research studies on video games. The aim is to clarify the situation once and for all. It is the hope of this paper to reach the public. Clarification on factual results of more recent studies will be needed, since researchers say improvement on video gaming has now reached a 3rd era of improvement (2007). The following objectives for this paper are therefore set: (A) To review and clarify results of recent studies on the relationship between video games and visual-spatial cognition, and (b) to identify the factors or elements which are the causing links for supposed beneficial effects of violent video games to visual-spatial cognition. The first objective can validate the claims that there is a relationship between playing video games and cognition. This first objective can also determine if the relationship is beneficial or harmful. Then the second objective can point out the particular factors or causing links to the relationship between video games and visual- spatial cognitive abilities. The identification of these factors or causing links are not explicitly pointed out in any studies. And so, this paper can serve as an important contribution in this regard. For this paper, our first attention is on the Ferguson study, “The Good, The Bad and the Ugly: A Meta-analytic Review of Positive and Negative Effects of Violent Video Games. Ferguson’s review seems basic. It discusses both non-violent and violent video games. Then it shows methods, statistical analysis, and the results of past experiments. Ferguson first sets aside non-violent video gaming. For him there is no debate about non-violent video games. Afterwards, Ferguson gives focus to violent video gaming which is debated by scientists and is confusing to the public. Ferguson even mentions the Virginia Tech University 1999 mass killing of 32 fellow students and faculty by a students. Due to media reporting that the killing was caused by the young killer’s violent video gaming, he noted that the debate and confusion have widened. Ferguson pushed for scientific research on video games. He clarified that that media reports on the Virginia Tech mass-killing were opinions, not facts. He therefore discussed more recent researches on the relationship between violent video games and violence. He showed the merits and lack of merits in these researches. He tackled arguments of a Anderson and Dill study which claimed an aggressive link in the relationship. He pointed out that they failed to account for “confidence intervals” on the effect size of their findings. These confidence intervals or faith in the validity of the studies is near zero. And so he said, the claimed relationship is not valid, Ferguson then showed that meta-analysis can be more reliable. And with this method, he stated there is no link between violent video games and aggression. Even if violent video gaming may cause violent thoughts, Ferguson noted that thoughts are not behaviours. Ferguson even cited a Sherry study which found that violent video games cause a “catharsis” or release of pent-up bad feelings. And so, violent video gaming can be beneficial, not harmful. Then Ferguson directly discussed the positive side of the issue. Again going through recent studies, 17 of them supported his theory: (a) There is bias in claims of negative relationship between violent video games and behaviour (b) There is a link between violent video games and visual-spatial cognition, and (c ) exposure to violent video games relates to increased visual-spatial cognition. Given his findings, Ferguson is careful. . He asks for more discussion and debate on the issue. He suggests studies less on problems, and more on positive outcomes from violent video gaming. Our second review is on Sims and Mayer’s “Domain Simplicity of Spatial Expertise: The Case of Video Game Players.” This study is not actually focused on violent video games. However, it is still useful because it shows the actual measures of positive relationship between playing video games and visual-spatial cognition. This can help understand the more specific way violent video games may relate to cognition. The Sims and Mayor study discussed the Tetris video game which is popular to the youth (Gustafsson, 1988). Tetris is like a game of Solitaire. From an empty game field, players create a wall with four-square shapes. The speed in rotating the shapes to make columns shows how Tetris players can become familiar with shapes and be skilled in mental rotation tasks. The experiment named basic cognitive abilities which mental rotation supports, namely to generate, retain, retrieve and transform visual images. It also defined spatial processing skills, which include visualization (VZ), closure speed (CS) flexibility of closure (F) and perceptual speed (PS). It cited other studies (Shepard and Metzer) which see metal rotation as a distinct cognitive skill. Our next review is on the violent or action games software titled SynWyn. Among the games in the software is Counter Strike (Kerney, 2005). The game can either be played by one shooter gunning enemies or several players in a network system. For the player or players, Counter Strike gives an experience of realism and immersion. The SynWyn study compared the performance of a control group with that of an experimental group. The control group played the game only once, while the experimental group played it twice, playing two hours for the second game. With the use of neuro-psychological testing, results showed statistical improvement in cognitive abilities for the experimental group. Among these abilities are: hand-eye coordination and multi-tasking. Multi-tasking is done by controlling, aiming and firing a weapon, evading target for other players, monitoring ammunition, devising seek-and-destroy tactics. Using ANOVA statistical assessment, the study showed that playing shooter games like Counter Strike can increase multi-tasking ability. The player’s focus in playing the game appeared to influence the player in activating his visual and spatial cognition. In addition to Counter-Strike, other games like America’s Army create a similarly realistic combat environment. The study concluded that the US military has good reasons to use such action games for its recruitment and training program. The study “Playing an action Video Game Reduces Differences in Spatial Cognition” is also reviewed. . In this study, female subjects were assessed on possible gained spatial attention and mental rotation abilities after the use of shooter action games (Feng et al., 2007). Participants were ten same gender (male or female) pairs. Experiment 1 used the useful-field-of-view (UFOV) task to measure spatial attention and a mental rotation test (MRT). This assessed abilities to detect, localize, identify a target, and assess resources over a wide field of view. In Experiment 2, a control group did a non-action game, while a control group did an action-game. Final results showed that all mastered a game, but those in the experimental group showed better shooting accuracy. Continued practice or training was also an important factor in the results. Along gender difference, females showed larger improvements than males. Thus, prior gender differences were virtually removed or reduced. Researchers pointed out that women have gained much to gain by way of improved spatial ability. This finding can be related females who can study science and engineering. Women can now be helped to get interested in science and engineering work. The next and final review in on the study “Sub-Safe: a games-based training system for submarine safety and spatial awareness” (Stone et al., 2009). This study finds basis in the fact that the hostile and conflict-ridden environment has led to inventing “hunter-killer” boats and missile platforms for the armies and navies. Sub-Safe is an example of naval training using gaming technologies for interactive and real-time 3- dimensional submarine training. An evaluation of Sub-safe is important because it shows how simulating battle-situations through virtual reality increases spatial awareness among participants (Stone and Bessel, 2009). In this case, spatial awareness is seen as a cognitive ability for static (one’s body and other objects in space) and navigational awareness (moving between objects, and adapting such awareness, while operating a vehicle). This study identifies a hierarchy of spatial awareness which consists in landmark knowledge (anchor points), route knowledge (finding paths or routes), and survey knowledge (mapping an environment). In the future, Sub-Safe models of interactive 3D virtual reality games or systems can be developed for education and training. After the review of relevant studies, we shall now proceed to our Second Objective. We shall determine the specific factors or the causing links which make violent or action gaming beneficial for cognitive abilities Given our mentioned researches, it has been confirmed that there is a relationship between video games in general on cognition. There are also specific advantages to the players of violent video games, which are not true to players of non-violent video games. None of the studies, however, explicitly named the causal links for this beneficial effects from violent video gaming. These causal factors or links can now be identified. From Ferguson’s study, it was noted that exposure in violent video gaming is “controlled” (2007). This has protected the player from playing violent video games. The behaviour of players were therefore not harmful or violent. Protected exposure therefore becomes our first causal factor or link. If not controlled, exposure can be negatively affected by violent computer games. On the other hand, control can protect the player from aggressive conduct. This is clearly different from exposure by the youth from family violence which is difficult to control. The direct effect of family violence at home to violent behaviour among children is therefore clearly seen. Ferguson also mentioned improvement which have been made in video game graphics. This improvement done during the 3rd era (1995-current) have shown an increase in commercial violent video games. Technology improvement then is another factor in the beneficial relationship between gamers and gaming. In turn, realism which results from improved audio and video technology is another factor in beneficial video gaming. To these can be added the attention and intensity in playing and being part of a virtually real environment. Through attention or focus, there is statistical increase such as in F-value size and precision in video gaming. This is another factor in the healthy relationship between violent video gaming and cognition. In addition, purpose or motivation may be another factor. Ferguson also mentions this when he gave the example of another game with a violent content, namely Re-Mission. In Re-Mission highly motivated players fight the killer cancer disease, as they keep close to video prescribed treatment, employing quality of life knowledge, efficiency and tactics. In the Tetris study, memory link from stored visual images served as stimuli to playing the game. This memory link can be acquired only through experience in playing the game. Experience is then a causal factor. It makes players highly skilled, benefiting more from video games compared with the inexperienced or low skilled players. In the SynWin study, the immersive qualities of Counter Strike is clearly a causal link and a factor in positive relationship between playing the violent game and getting cognitive gains. . This time the player is not only focused or attentive. He is also an active player who enjoys the multi-task involvement of a shooter. He aims and fires weapons, evades, watches, seeks, destroys amidst the dangers of the situation. Clearly, this is not “mindless entertainment” (Kearney, 2005). It enhances specific visual-spatial cognitive skills. A similar software is SynWork, In which players take watch-jobs like operating weapons, locating targets, reacting to noise, calculating the situation and recalling weapons assignments (2005). Immersion leads to multi-tasking in virtual life situations, another factor or causing link to beneficial effects in violent video gaming. In Feng et al.’s study, acquisition of skills through practice is given importance in visual-spatial cognitive improvement. Performance in useful field-of-view (UFOV) and mental rotation tasks (MRT) improved through continued practice. There was decline in UFOV and MRT when players stopped practice. Real life training also needs continuing practice to acquire skills. Practice is also a factor-cause for positive violent gaming and cognition results. In the Sub-Safe games-based training system, the interactive real-time 3-dimensional virtual reality simulation is another powerful causal link for visual-spatial awareness and competence. Stone et al. (2008) gave specific details on the 3 elements advanced by the game, namely: landmark knowledge (presence in a place), route knowledge (familiarity with paths to go to), and survey knowledge (accurate mapping of surroundings, describing place and distance with accuracy). Already, Sub-Safe is called a i3D prototype to other virtual reality simulator training programs. In summary, the relationship between video games in general and visual-spatial cognition is established. On the other hand, the relationship between violent video gaming and aggression is denied as this is founded on bias. The beneficial relationship between violent video gaming and visual-spatial cognition is well established through various studies discussed in this paper. In discussing the factors or causal links between violent video games and cognitive skills, individual studies showed these factors. Some factors refer to basic causal links such as focus or attention. Other factors result not simply through playing the game but through the improvements in the gaming technology. Motivated attention, immersion, continued practice, multi-tasking, real-life simulation in a 3-dimensional environment all contribute to make violent video games beneficial to players. However, it has to be noted, as the studies have also pointed out, benefits seen occur according to limited domains of cognitive abilities. This limitation proves that nothing can replace the teacher in-the-flesh. Virtual reality can also never replace the true-to-life exposure in work through on-the-job training. Nothing can equal to benefits of field immersion in an actual community for social change. And so, visual-spatial games or systems are not the whole of learning. It is life itself which is our source of true learning and becoming. References Feng, Jing, Ian Spence, and Jay Pratt. "Playing an Action Video Game Reduces Gender Differences in Spatial Cognition." Psychological Science 18.10 (2007): 850-55. Web. 1 Feb. 2012. Ferguson, Christopher John. "The Good, the Bad and the Ugly: A Meta-analytic Review of Positive and Negative Effects of Violent Video Games." Psychiatric Quarterly 78.4 (2007): 309-16. Web. 1 Feb. 2012. Kearney, P. R. "Cognitive callisthenics: Do FPS computer games enhance the Player’s Cognitive Abilities?" In Proceedings of the Digital Games Research Association (DiGRA) Conference: Changing Views – Worlds in Play. DiGRA, 2005. Web. 1 Feb. 2012. Partnow, E. (2000). The Quotable Woman. New York: Pinnacle Books, Inc. Sims, Valerie K., and Richard E. Mayer. "Domain Specificity of Spatial Expertise: The Case of Video Game Players." Applied Cognitive Psychology 16.1 (2002): 97-115. Web. 1 Feb. 2012. Stone, Robert, Antoinette Caird-Daley, and Kevin Bessell. "SubSafe: A Games-based Training System for Submarine Safety and Spatial Awareness (Part 1)." Virtual Reality 13.1 (2009): 3-12. Web. 1 Feb. 2012. Read More