Impact of Computer Games on Society - Coursework Example

Impacts of Computer Games on Society Name Institution Date of submission Introduction Concerns regarding the effects of computer-based video games were prevalent in the 20th century, specifically due to its link to violence. In the 21st century, video games have again become a pervasive phenomenon across different generations, the young and old alike. In the United States, for instance, more than145 million people play video games, with more than 50 percent of them made up of children (Almeida 2005). The growing popularity of the games has, however, activated debate among scholars regarding the potential harmful and useful impacts of computer games. Recent research studies related to computer games have centred on discussions of the impacts of these games on child behaviour. According to Prot et al., (2012, 648-9), computer-based video games are complex and influence the players in divergent ways through divergent learning mechanisms. It is argued that while the computer games with violent content are associated with negative impacts, such as the increase aggression, feelings, and thoughts. The games with pro-social content do have positive effects. This paper explored the effects computer games on society. Theoretical review While discussing the effects impacts of computer-based video, Prot et al. (2012, 648-9) suggested five dimensions of the impacts: content of play, amount of game played, context of the games, mechanics of game played and structure of the game. In their view, computer games have composite effects on those who play them (Gentile 2012, 76). The amount of games the children play is also associated with increased risks of obesity and poorer academic performance. According to Prot et al. (2012, 648-9), violent computer game content is a critical risk factor for violent behaviour while the pro-social game content potentially increases empathy. At the same time, educational games increased specific educational skills. Prot et al. (2012, 648-9) further show that the context within which people play the computer games also alters or generate new effects. For instance, children who play in virtual teams get to improve their team skills or collaboration. These positive and negative effects of computer games are linked to the social cognitive and social learning theories. As promoted by social cognitive and social learning theories, individuals tend to learn through observation and direct experience. Individuals learn through observation of others who may be present or not (Buckley et al. 2006, 367-8). For instance, people learn how to shoot someone or to help victims in computer games. By observing how others behave, the manner in which the behaviour rewards or punishes is learnt. To this end, a child who plays a violent computer game may learn how to harm someone. A child may as well be dissuaded from being aggressive when he watches how bad people are punished. In respect to cognitive theories, theories on scripts are based on theories of memory and cognition. Cognitive theory suggests that memory is basically a network of ideas and their links. Some ideas are intrinsically linked, for instance, people easily develop links between pain, frustration and anger with aggression (Buckley et al. 2006, 367-8). The ideas that are concurrently activated tend to strongly interlinked. For instance, playing video games may concurrently activate the feelings of pain, frustration, and anger with aggression at the same time. In this case, aggressive thoughts, as well as the ensuing aggressive behaviours may be interactively influenced by the content of the computer game, in addition to the past learning histories of the individual participants. Negative impacts When it comes to the effects of computer games on the behaviour of individuals, evidence has indicated violent computer-based video games to be aggressive and violent, as suggested by the social cognitive and social learning theories (Carnagey et al. 2007, 490-4). What this means is that it has a potential to create a violent society. Most studies surveyed dwelt on the effects of violent games on child aggression. Indeed, findings of longitudinal, correlational, and experimental studies show that video games can substantially increase aggressive emotions, thoughts, and behaviors in the short- and long-term period. A meta-analytical review, which Prot et al. (2012, 650-54) examined shows the effects of violent computer games on six essential outcomes: aggressive cognition, aggressive behaviour, physiological arousal, aggressive affect, pro-social behaviour, and empathy. The meta-analysis reviewed 136 research articles that presented 381 effect-size estimates, where more than 130,000 participants were surveyed. The key findings of the meta-analysis were that violent computer games had substantial effects on increased aggressive behaviour. According to Anderson and Dill (2000), such an effect is evident in the short- and long-term contexts, as well as in diverse populations. In a related study by Buckley and Anderson (2006, 364-8), it was established that playing violent computer games expose the player to increased aggression as it increases aggressive emotions and thoughts, despite the fact that their physiologic arousal properties may be under control. In sum, exposure to violent computer games arouses feelings of anger, and hostility in players, augments positive attitude towards violence and enables the players to create a hostile attribution bias, what Prot et al. (2012, 650-54) describes as a tendency to see the behaviours of others as being malevolent. Playing computer games also reduces empathy and desensitizes individuals within a society. A different line of research has established that playing violent computer games generates desensitization to violence and reduces the tendency of the players to empathise with others or help (Prot et al. 2012, 650-54). According to Prot et al. (2012), desensitization refers to the reduced psychological and physiological reactivity to violence. Within the perspective of cognitive theory, the results forms exposure to content that is linked to feelings of indifference. In a past study, Carnagey et al. (2007, 480) found that even short-term exposure to violent media also produces physiological desensitization in just about 20 minutes, while habitual playing of violent computer games increases the risks for chronic desensitization. According to Warburton and Braunstein (2010, 57-9) playing violent computer games can reduce the capacity to which the player commiserates and identifies with a victim. Positive impacts Results of a recent study have showed that computer games promote development of hand-eye coordination, auditory discrimination, spatial skills and visual scanning (Chuang & Chen 2009, 1; Prot et al. 2012, 653). Within the perspective of cognitive theory, Playing computer games promote the development of visual-spatial skills. Current studies have showed that playing computer games can improve a variety of visual and spatial skills (Granic et al. 2014; Prot et al. 2012, 653). A study by Granic et al. (2014, 67-9) established that gaming increases performance in some visual tasks like faster visual reaction times and target localization. Prot et al. (2012, 653) supports this view and even cites a study indicating that only 10 hours of game play are sufficient to enable one to improve his mental rotation and spatial attention. Indeed, it is because of these effects that computer games are used in military training. According to Prot et al. (2012, 653), the Israeli Air Force cadets are trained through the use of computer games like “Space Fortress 2” to improve their flight performance airborne. What this shows is that the effects of computer games are complex and simultaneously has inherent positive effects. Related research on the impacts of the structures of the computer games also indicates that action games, which are fast-paced increase spatial and visual skills. What this means is that when children are exposed to fast-paced games, their levels of attention increases. To this end, Prot et al. (2012, 650-54) suggest that innovative game mechanics like the “Interactive Wii controller” can be applied to effectively encourage physical activity or in some circumstances, promote physical therapy. A different line of research has also established that computer games improve learning within the context of education. Based on the learning theories and cognitive theory, players learn new ideas and concepts through observation. The computers may be well-designed to grab attention, set clear goals, offer feedback or engage the players, offer levels of difficulty that are adaptable and providing important tools for teaching. According to Chuang and Chen (2009, 3-8), the video games can be used to effectively teach young people mathematics, reading skills, biology and job skills. For instance, McDonalds’ uses computer games to train staff on customer service. They can also be used to teach the youth against undesirable behaviours. For instance, a review of the game “Bronkie the Bronchiasaurus” indicated that the participants had gained significant knowledge about the hazards of smoking, as well as about asthma and self-care. Playing computer games encourages the society to develop pro-social tendencies. A review of the literature shows a growth in support for the link between playing computer games and growth of pro-social behaviours (Granic et al. 2014, 72-3). The learning of pro-social behaviours is based on the social learning and social cognitive theories, where players learn by observing and assimilating. Pro-social games include games that lack violent content and instead promote social coexistence. A review of experimental studies on pro-social games effects by Warburton and Braunstein (2010, 58) showed that players become more inclined to help others. These findings are supported by Prot et al. (2012, 649), who also reviewed a large sample of correlational studies, which confirmed that pro-social behaviours were linked to pro-social computer game play. Hence, by playing pro-social-based computer games, society is likely to develop the tendencies to co-exist peacefully. Conclusion It is argued that while the computer games with violent content are associated with negative impacts, such as the increase aggression, feelings, and thoughts, the games with pro-social content do have positive effects. The negative effects include their potential to make the people who play them in society to become aggressive and violent, and to have reduced empathy or become desensitized individuals. Conversely, playing computer games promotes the development of visual-spatial skills. They also improve learning within the context of education. Additionally, it encourages the society to develop pro-social tendencies. Reference List Almeida, L 2012, "The Effect of an Educational Computer Game for the Achievement of Factual and Simple Conceptual Knowledge Acquisition," Education Research International, pp.1-6 Anderson, C & Dill, K 2000, "Video Games and Aggressive Thoughts, Feelings, and Behavior in the Laboratory and in Life," Journal of Personality and Social Psychology vol 78 no 4, pp.772-790 Buckley, K, & Anderson, C 2006, A theoretical model of the effects and consequences of playing video games, Chapter in P. Vorderer & J Bryant (Eds.), Playing Video Games - Motives, Responses, and Consequences, LEA, Mahwah, New Jersey, pp. 363-378 Carnagey, N, Anderson, C & Bushman, B 2007, "The Effects of video game violence on physiological desensitization to real-life violence," Journal of Experimental Social Psychology vol 43, pp489–496 Chuang, T & Chen, W 2009, “Effect of Computer-Based Video Games on Children: An Experimental Study,” Educational Technology & Society, vol 12 no 2, pp1–10. Gentile, D 2012, "The Multiple Dimensions of Video Game Effects," Child Development Perspectives vol 5 no 2, pp.75-81 Granic, I. Lobel, A & Engels, R 2014, "The Benefits of Playing Video Games," American Psychological Association vol 69 no 1, pp.66-78 Prot, S, McDonald, K, Anderson,C & Gentile, D 2012, "Video Games: Good, Bad, or Other?" Pediatr Clin N Am vol 59, pp647–658 Warburton, W & Braunstein, D 2010, Growing Up Fast and Furious: Reviewing the Impacts of Violent and Sexualised Media on Children, Annandale, NSW, Australia: The Federation Press, pp. 56-84 Read More

In respect to cognitive theories, theories on scripts are based on theories of memory and cognition. Cognitive theory suggests that memory is basically a network of ideas and their links. Some ideas are intrinsically linked, for instance, people easily develop links between pain, frustration and anger with aggression (Buckley et al. 2006, 367-8). The ideas that are concurrently activated tend to strongly interlinked. For instance, playing video games may concurrently activate the feelings of pain, frustration, and anger with aggression at the same time.

In this case, aggressive thoughts, as well as the ensuing aggressive behaviours may be interactively influenced by the content of the computer game, in addition to the past learning histories of the individual participants. Negative impacts When it comes to the effects of computer games on the behaviour of individuals, evidence has indicated violent computer-based video games to be aggressive and violent, as suggested by the social cognitive and social learning theories (Carnagey et al. 2007, 490-4).

What this means is that it has a potential to create a violent society. Most studies surveyed dwelt on the effects of violent games on child aggression. Indeed, findings of longitudinal, correlational, and experimental studies show that video games can substantially increase aggressive emotions, thoughts, and behaviors in the short- and long-term period. A meta-analytical review, which Prot et al. (2012, 650-54) examined shows the effects of violent computer games on six essential outcomes: aggressive cognition, aggressive behaviour, physiological arousal, aggressive affect, pro-social behaviour, and empathy.

The meta-analysis reviewed 136 research articles that presented 381 effect-size estimates, where more than 130,000 participants were surveyed. The key findings of the meta-analysis were that violent computer games had substantial effects on increased aggressive behaviour. According to Anderson and Dill (2000), such an effect is evident in the short- and long-term contexts, as well as in diverse populations. In a related study by Buckley and Anderson (2006, 364-8), it was established that playing violent computer games expose the player to increased aggression as it increases aggressive emotions and thoughts, despite the fact that their physiologic arousal properties may be under control.

In sum, exposure to violent computer games arouses feelings of anger, and hostility in players, augments positive attitude towards violence and enables the players to create a hostile attribution bias, what Prot et al. (2012, 650-54) describes as a tendency to see the behaviours of others as being malevolent. Playing computer games also reduces empathy and desensitizes individuals within a society. A different line of research has established that playing violent computer games generates desensitization to violence and reduces the tendency of the players to empathise with others or help (Prot et al.

2012, 650-54). According to Prot et al. (2012), desensitization refers to the reduced psychological and physiological reactivity to violence. Within the perspective of cognitive theory, the results forms exposure to content that is linked to feelings of indifference. In a past study, Carnagey et al. (2007, 480) found that even short-term exposure to violent media also produces physiological desensitization in just about 20 minutes, while habitual playing of violent computer games increases the risks for chronic desensitization.

According to Warburton and Braunstein (2010, 57-9) playing violent computer games can reduce the capacity to which the player commiserates and identifies with a victim. Positive impacts Results of a recent study have showed that computer games promote development of hand-eye coordination, auditory discrimination, spatial skills and visual scanning (Chuang & Chen 2009, 1; Prot et al. 2012, 653). Within the perspective of cognitive theory, Playing computer games promote the development of visual-spatial skills.

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