How Computer Games Influence Violence - Essay Example

? Video games Task: Video games Technology possesses notable benefits to human beings. This means that human beings can access fun that is not available on a mechanical level. It is vital to note that for the last thirty years, video games have been available to individuals. They are a distinct form of entertainment since they allow individuals to be part of the game. In this perspective, a game’s script depends on the player’s moves. Modern video games require substantial concentration in developing their scripts. This is different from the typical method of passively watching games. Several researches have focused on the effects of video games on adolescents and children. This is because children belong to an age whereby they are vulnerable to deceptions (Signorielli 2006, p. 36). This means that they can barely separate illusions from reality. Children easily develop emotions that make them vulnerable to script of their play. It is essential to note that video games are proven to have positive effects as well. For instance, video games could be responsible for improving manual dexterity. This is useful in handling things such as bicycles, vehicles and other machines. Additionally, video games could improve computer literacy of children. This is attributable to employment of various control keys and manipulations in creating a game. Technology improves to accord these games better graphics for real three dimensional experiences in playing. Such quality heralds video games as a distinct force in children’s lives. However, research and real life experiences show that video games increase aggression in teens. Video games have notably transformed to become increasingly popular with teenagers. An example concerns the studies, of Kaiser Family Foundation, that reported of most children homes’ ownership of video games. In addition, the report indicated that children begin playing such games at the age of three while continuing through high schools to colleges (Harding 2012). Most children nowadays play first person shooter games. Recent games allow players to manipulate images of themselves, peers and other people into the characters of a script. In this sense, such children view life and the world through the lenses of the characters that they control. This mostly concerns shooting games in which other characters are depicted to have died. Video games necessitate a critical concern because children are active users of such medium. It is notable that video games demand significant attention that children gullibly accord. This gives greater credibility to the images that appear on the devices’ screens. Since parents rarely involve themselves in video games, they are unaware of the images. Some studies indicate that children who play martial games would possess the tendency towards aggression (Aboujaoude & Koran, p. 184). This would be different from motorcycle racing games whereby children are not likely to develop aggression out of playing. This affects children players in two dimensions. To begin with, it deceives players of their strength in case they win such games. It is vital to note that children become increasingly proficient with more games that they play. This proficiency enables players to easily win games by depictions of shooting and murdering other characters. It creates a sense of self misconception whereby the children players feel that they can operate in the real world through violence. This means that such children would feel that they can get away with violence in the practical world. On the other hand, violence is attributable to frustrations of failing in games. This mostly occurs in cases whereby children are less proficient in manipulating video games. In certain instances, other characters end up shooting and killing the main character in terms of video depiction. This triggers anger and frustration in children players. In turn, they can fight with their peers in order that they convince of their strength. In addition, children could turn violent against themselves. Moreover, it is vital to note of game-stopping frustration on players. This aspect refers to frustration that children feel on stopping video games immediately after starting. In certain instances, parents and older siblings force children to stop playing games within 15 minutes of play. This would result into high levels of frustration for some children. Frustration expresses in the form of aggression and impatience with peers and other individuals. Frustrated children are capable of going into the extreme lengths of covering up for their frustration. One of the question that arises in such a scenario concerns with the fact that frustration could affect both violent and non-violent games. It is arguable that entities’ disdain, of the games, creates a sensational effect of playing these scripts. This triggers the desire to play video games among children. In this case, frustration highly wells up in children that stop from playing violent video games. In addition, the color of money and blood play a significant effect in inducing violence and aggression among children. It is vital to note that video games involve intensive use of colors in creating particular effects (Kirsh 2006, p. 184). The designers, of video games, intend that such colors attract players. Such attraction initiates a high level of concentration that serves to create a robust attachment with these games. For instance, a player may hold a snub-nosed revolver that one utilizes to aim at the monitor of the screen. On squeezing a trigger and aiming at a zombie’s head, red blood would splutter out. Research shows that red is a color that inspires activity among individuals. Coupled with the depiction of blood, this would initiate rage and feelings of aggression. In some instances, video games involve green blood for feelings of relaxation. In close relation to color, sound effects contribute towards aggression in notable ways. Video games have colorful ways of achieving sound effects as pertains to different situations. These sounds increase their intensity as danger leaves of video games escalates. Most violent scenes have dramatic and intense sounds that are able to trigger aggression in children. It also connotes of celebration to such scenes. This also pertains to end scenes of violent video games in case of winning. Such celebration of winning and awards for game milestones encourage children of awards to violence in practical life. In the 1999 case of Dylan Klebold and Eric Harris, interesting details revealed in the incident. The two students launched a murder spree with the use of gun. In the end, 13 people died and 23 others attained serious wounds (Shin 2008). It is notable that they could not spare themselves since they killed themselves. In such scenarios, responsible entities push away blame in order that they identify the causes of the behaviors. In this sense, they could easily design measures of counteracting a future attack. Such scenarios would normally relate to psychological dysfunctions that push the children towards venting out in extreme ways. Inquiries revealed that the boys had been playing the Doom video game. This is a game that US military employs in instructing soldiers on effective shooting and killing of opponents. A tracking organization, the Simon Wiesenthal Center, discovered a version of Doom in Harris website. Harris had carried out a manipulation and customization that had two shooters. In addition, the shooters possessed extra weapons and a significant number of ammunitions. In the video, Harris and Klebold carried guns and murdered school athletes. They were also dressed in intimidating trench coats. They acted out this script, in Columbine High School, in less than a year later. There might be different situations to this case. To begin with, the students could have attained their motive from the video games. In this sense, they had the motivation to act out their video games in real life. On the other hand, Klebold and Harris might have shared a similar psychological problem. In teenagers’ situation, they could be suffering from being ignored by their peers at school or home. In this sense, they viewed the video games as an immediate solution to their problem. This is an act of revealing themselves to the world. Video games possess the detrimental effect of compromising on a player’s social life. This is because they spend most of their time with themselves. In turn, they cannot effectively communicate and interact with their peers since the video games are an alternative to real life. Notably, individuals and children handle frustrations and stress differently. When an action follows a frustration or stress, it may be in the form of aggression. In case of aggression, the consequences might be harmful to the aggressed individual and the aggressor. Aggression attributes to attacking individuals with intent of harming. In verbal form, aggression reveals in the form of insults, sarcasm or insults. On the other hand, there could be whining, flashes of temper, or fault finding. It is notable that video games have coincided with an increase in crime rate and admittance of children into anger management classes. Researchers warn that the aggression effects of video games, on children, may be more profound than televisions’ effect. This is because video games involve significant interaction and concentration (BBC News 2012). Such a concentration tasks the emotional and mental being of the player thereby attaching a child to a video game. This case is worse for children since they have not learned proper control of emotions. In addition, video games normally attach the player to the violent character. This is different from television programs because they would mostly depict violent characters as receiving punishment for their deeds (Bryant & Vorderer 2006, p. 23). In addition, video games do not reflect dual perspectives of real life experiences. In violent television programs, notable things occur. To begin with, there are two types of violent characters. This differentiates in terms of characters’ values. Some violent characters possess virtues while others have vices. This defines their motives in terms of evil and good orientations. In the end, violent characters, with good intentions, end up receiving awards for their acts while evil oriented characters receive punishment. On the other hand, video games possess deficiencies. This is because they do not reveal ideals of characters. Main characters mostly kill under blur motives. This reflects in children as they would become aggressive without motives. A vital example pertains to the example of Harris and Klebold who murdered 23 people without clear motive. A study involved discovering on the effects of play and observation on children’s hostile feelings, arousal levels and aggressive thoughts. Results showed that students, who had played a virtual violent game, reported more nausea, dizziness and a higher heart rate. In addition, they professed more aggressive tendencies. Critical studies seem to examine the effects of playing nonaggressive and aggressive games as reflective or impulsive. Boys who had an experience with violent game reported more physical and verbal aggression to inanimate objects. In addition, they professed such aggression towards their playmates in free play sessions. The disparities, of non violent and violent games, neither heralded as impulsive nor reflective. The team also asked of hypothetical stories to the group of children. Children, who had played violent virtual games, responded negatively to deeds of villainous characters. This means that such children are more attributable to hostile intentions than their peers. Video games also result to aggression because of the transformation that the children players undergo. In this sense, video games lead to attachment and addiction that pulls such children from vital social groups. Their later interaction with real life makes them impatient since it has a relatively slow space. In addition, they are high likely to blame their peers of ignoring them. This ends up as frustration that builds up to contribute to aggression. In summary, it is arguable that video games contribute to violence in children. To begin with, it is notable that video games demand significant interaction and concentration that serves to create attachment to playing. This is coupled with attachment to aggressive characters. In addition, the paper notes of intense colors, such as red, that serves to trigger feelings of aggression in children players. Utility of dramatic sounds closely relates to the aspect of colors. The paper notes of the prominent case of Harris and Klebold that killed 23 people. In this case, a tracking company discovered of Harris and Klebold’s use of the violent Doom game. They seem to have acted out the game depiction in real life. Lastly, the paper notes of instances of aggression that arises out of societal inadequate attention to heavy video games’ users. Bibliography Aboujaoude, E, Koran, L 2010, Impulse control disorders, Cambridge University Press, New York. BBC News, 2012, Video games 'increase aggression', BBC, viewed 1st September 2012, < http://news.bbc.co.uk/2/hi/health/720707.stm> Bryant, J, Vorderer, P 2006, Playing video games: motives, responses, and consequences, Routledge, New York. Harding, A, 2012, Violent video games linked to child aggression, CNN Health, viewed 1st September 2012, < http://articles.cnn.com/2008-11-03/health/healthmag.violent.video.kids_1_violent-video-video-games-game-genres?_s=PM:HEALTH> Kirsh, S 2006, Children, adolescents, and media violence: a critical look at the research, SAGE, Thousand Oaks. Shin, G, 2008, Video games: a cause of violence and aggression, Serendip, viewed 1st September 2012, < http://serendip.brynmawr.edu/exchange/node/1723> Signorielli, N 2005, Violence in the media: a reference handbook, ABC-CLIO, Santa Barbara. Read More