Prince John Barnal Research Paper

Eng10 201789228

Video Games Effects: Critical Thinking

Introduction

Brain is the center of all learning and experiences and cognitive skills are the core skills
required to process the information. Cognitive skills like Memory, Logical Thinking, and
Attention Span are critical to performing any task, simple or complex. Cognition requires
multiple areas of the Brain to function simultaneously.

You will come across a lot of apps which deal with developing Cognitive Skills.

There are 2 major aspects to any Cognitive Skill training game:

Games - The types of games in the app

Reports - The various cognitive skills that get mapped to these games.

While there are a plethora of games out there which focus on the gaming aspect, the most
important aspect of mapping the cognitive skills is what is missing in most of them (especially
the number of skills that gets mapped).

The SochGenie try to bridge this gap and have launched the first version of the app which tries to
map 20 different skills like Memory, Attention Span, Concentration, Decision Making,
Evaluative Thinking, Logical Thinking and many more through a set of 4 simple yet engaging
games. You can see your top 5 skills for each game and also the top 5 skills overall in the app.
We will be launching our website soon which will highlight the complete set of 20 skills.
The Scores are as per the performance of an individual in that particular age group and skills are
mapped to the performance in the game as per age groups. Badges are allotted to each skill based
on the ranking of the user in that particular age group for that particular skill.

The interest in the Information and Communication Technologies has dramatically increased in
recent years. As a result, today’s children are growing up in a heavily used, technologically-
based world. Parents feel the need to prepare their children to meet the challenges of this fast-
paced information society (Vryzas&Tsitouridou, 2002). Unfortunately, not every parent or
guardian can provide the necessary access to computers and related technology to their children.

Due to lack of interest, understanding, or opportunity a so-called “digital divide” in

computer access has emerged between those children who are benefiting from computer
technology and those disadvantaged children who are progressively being left behind (Becker,
2000).

Years of research has focused on whether computers facilitate learning. Those children
with computer access at home are thought to produce higher math and reading scores (Attwell&
Battle, 1999). Yet, for many the research suggest that those children with computer access at
home predominantly use them to play video games and surf the Internet, as opposed for
educational purposes (Kerawella& Crook, 2002).

Background of the Study

Computers, video games, and the Internet have become entrenched features of our daily
lives. Computer use has reached beyond work and is now a major source of fun and
entertainment for many people. For most people, computer use and video game play is integrated
into their lives in a balanced healthy manner. For others, time spent on the computer or video
game is out of balance, and has displaced work, school, friends, and even family.
Getting addicted to computer games affects the studies of many students and they don’t
bother to get serious with their life anymore. All they have in mind is to play DotA and win
because sometimes its because of the money involve. There are some cases that this leads to
fights when the losing team doesn’t accept the situation or being intimidated by winning team.
Video game addicts are often described by clinicians in the field as displaying many
symptoms characteristic of other addictions (Schilmme, 2002). According to Mary Schlimme,
addiction behaviours include failure to stop playing games, difficulties in work or school, telling
lies to loved ones, decreased attention to personal hygiene, decreased attention to family and
friends, and disturbances in the sleep cycle. Withdrawal symptoms can even include behaviors as
severe as shaking (Schlimme, 2002)
Studies show that the excitement of video games makes playing them addictive.
According to some studies this addictive nature of playing video games is caused by the
excitement of the video games. This excitement causes the brain to release a chemical that is, in
essence, addictive. Due to the growing concern of video game addiction many addiction services
are service able.
In the article,Video Game Addiction, Media literacy specialist, Dr. Charles Ungerleider
explains that “they’re very compelling with increasing complexity, so a child becomes more
facile, yet wants to know more and apply new skills.” While wanting to improve their game isn’t
a problem in itself, it becomes one if video games are “taking a youngster away too much from
other activities,” says Ungerleide.
Analysis Review
The increase usage, by children, of internet and computer technology as a productivity tool in the
classroom has led to the notion that access facilitates learning. Years of research has established
a relationship between productive computer usage and learning outcomes (Espinosa, Laffey,
Whittaker, & Sheng, 2006; Gil-Flores, 2007). Attwell and Battle (1999) collected data from the
National Educational Longitudinal Study (NELS) which indicated large differences in math and
reading scores between eighth graders with home computers and those without. On average those
students with computer access had a 12% advantage. Yet, they pointed out that those individuals
with home computers also tended to come from wealthier and more educated families. In
summarizing their control variable (SES) and their effects, Attwell and Battle wrote:
“Socioeconomic status is a combined measure of families’ income, education, and
occupation- constituting the single most powerful predictor of an eighth grader’s
performance. Higher SES children have higher test scores and grades, on average,
holding other factors constant.”
Even after controlling for family income, owning a home computer was associated in
higher test scores in reading and math.
 Other research has supported home computer usage impacting academic performance.
Jackson, von Eye, and Biocca (2003) found that, among low-income African-American
adolescents greater Internet use at home was considerably associated with better performances
on standardized reading test. Tsikalas, Lee, and Newkirk (2007) found a positive association
between students who actively used their home computers and internet for learning and increased
success in school: A 14% of the variance in students’ 2006 math test scores compared to the
previous year. Attewell, Suazo-Garcia, & Battle (2003) found children who used computers at
home for less than eight hours per week had higher scores in measures of letter recognition,
reading comprehension, and solving mathematical problems.
Owning a computer will depend on the child’s socioeconomic status (SES), since the
purchase of a computer is a considerable amount that must be figured into the family budget.
This economic reality creates new inequalities, weighing heavily on the children of the lower
social classes, who thus find themselves at a disadvantage (Clotfelter, Ladd, &Vidgor, 2008;
Jackson et al., 2006; Attwell, Suazo-Garcia, & Battle, 2003; Vryzas&Tsitouridou, 2002).

The emergence of a new social problem, referred to as the “digital divide,” highlights the
unequal access to personal computer technology, separating those families with Internet access at
home and those without. A growing concern has emerged, that those already at an economic and
social disadvantage will be at a greater loss, by their lack of access to technological resources
that is progressively revolutionizing our society (Attewell, Sauzo-Garcia, & Battle, 2003).
Many parents believe computers should support their children’s learning and consider
children without home access to be at a disadvantage; especially in this “information-age.” Yet,
children spend most of their time playing games that are not typically found in classrooms
(Kerawalla& Crook, 2002; Vryzas&Tsitouridou, 2002; Lauman, 2000; Subrahmanyam et al.,
2000; O’Dwyer et al., 2005; Lai, Chang, & Ye, 2006). Most school-aged children use their home
computers for recreational purposes, including playing games, “surfing” the web, downloading
music, and chatting on the Internet. The parental role in ensuring that their children are using the
computer as an appropriate, productive tool for learning is essential. This lack of supervision can
be attributed to many reasons, including lack of knowledge, time, or interest (Lauman, 2000).
Computer use at an early age has an impact on children’s cognitive development. Piaget
considered children to be constructors of their own learning through their actions (Scott, Cole, &
Engel, 1992). Therefore, children need and benefit from direct experiences and active
involvement in their world through exploration. Computers allow children to be in control of
their learning, through active participation resulting in direct meaningful experiences.

Lev Vygotsky, on the other hand, believed children learn through structured task created
by more knowledgeable and experienced partners rather than through independent exploration.
The zone of proximal development is the skill(s) too difficult for a child to master by himself,
but can be done with guidance and encouragement from a skilled partner. The role of parents and
teachers therefore, becomes essential for a child to benefit from using a computer; providing the
child with the appropriate amount of assistance and being aware of their computer skill level
(McCarrick& Li, 2007).
Regarding children’s social development, research findings are mixed. Erik Erikson’s
Stages of Development illustrates a continuing personality development that occurs throughout
life. Erik’s theory of psychosocial development can be used to support the advantages of
computer use. Appropriate software can provide children with multiple choices that can be freely
manipulated and explored. Open-ended software allows children to make decisions and take an
initiative in their learning (McCarrick& Li, 2007).
Others argue time spent on home computers may take away from other activities that
have greater developmental value. Recent data survey has shown that increased Internet use has
been linked to loneliness and depression amongst school-age children. Findings that playing
violent computer games may increase aggressiveness in children, while blurring a child’s ability
to distinguish between real-life from simulation, is also concerning (Subrahmanyam et al., 2000).
Students with access to computers at home demonstrate an increase level of confidence,
comfort, and tenacity when using the computers at school. These students have an advantage
because they do not need to learn the basic skills to navigate a computer (Lauman, 2000).
Tsikalas, Lee, & Newkirk (2007) found that 74% of the students they questioned felt more
confident at school as a result of having a home computer.
Overall findings suggest that computer access at home, when used in a productive and
educational manner increases a child’s academic performance at school.
Foreign Literature
 Defense of the Ancients, or DotA, is a custom game for Warcraft 3 that is used to wean
World of Warcraft addicts from their habit, but eventually becomes habit forming itself,
similarly to how methadone was used to cure heroin addiction. Although DotA is one of the most
popular games today, playing it is like rolling around in shit while doing Jack Thompson's mom,
disgusting, unpleasant and downright shitty.
Think Warcraft 3 but instead of controlling an army you control a single character and
your army runs towards the enemy as if they are bored with life and you can't do shit about it.
The game primarily consists of you killing the mindless drones on the opposing force to gain
experience and gold, using that gold to buy items for your character and using the experience to
learn and upgrade abilities. Hopefully your character will become strong enough to defeat the
opposing characters so you can destroy their base. To its credit though playing DotA is like a
complete MMORPG experience in thirty minutes however this is also a bad thing because
despite the fact it doesn't consume your life it still feels like you're playing. We can spend at least
2 hours playing games like DOTA, Cabal, RAN and Rising Force among others.

Defense of the Ancients pits two teams of players against each other: the Sentinel and the
Scourge. Players on the Sentinel team are based at the southwest corner of the map, and those on
the Scourge team are based at the northeast corner. Each base is defended by towers and waves
of units which guard the main paths leading to their base. In the center of each base is the
"Ancient", a building that must be destroyed to win the game.

Each human player controls one Hero, a powerful unit with unique abilities. In Allstars,
players on each side choose one of ninety-one heroes, each with different abilities and tactical
advantages over other heroes. The scenario is highly team-oriented; it is difficult for one player
to carry the team to victory alone. Nevertheless, some heroes, given enough time, can change the
outcome single-handedly, while countering the opposing team's heroes. Defense of the
Ancients allows up to ten players in a five versus five format and an additional two slots for
referees or observers, often with an equal number of players on each side. Because the game play
revolves around strengthening individual heroes, it does not require one to focus on resource
management and base-building, as in most traditional real-time strategy games. Killing
computer-controlled units earns the player experience points; when enough experience is
accumulated, the player gains a level. Leveling up improves the hero's toughness and the damage
it can inflict, and allows players to upgrade their spells or skills. In addition to accumulating
experience, players also manage a single resource: gold. The typical resource gathering of
Warcraft III is replaced by a combat-oriented money system; in addition to a small periodic
income, heroes earn gold by killing hostile units, base structures, and enemy heroes. Using gold,
players buy items to strengthen their hero and gain abilities. Certain items can be combined with
recipes to create more powerful items. Buying items that suit one's hero is an important tactical
element of the scenario.

All stars offer a variety of game modes, selected by the game host at the beginning of the
match. The game modes dictate the difficulty of the scenario, as well as whether people can
choose their hero or are assigned one randomly. Many game modes can be combined (for
example, an easy difficulty level and a random hero pick), allowing more flexible options.

Reception

The popularity of Defense of the Ancients has increased over time. The scenario was
featured by Computer Gaming World in a review of new maps and mods in Warcraft III, and has
been called "the ultimate RTS".[16]Allstars has become an important tournament scenario,
starting with its prominence at the debut of Blizzard's BlizzCon convention in 2005. Allstars was
also featured in the Malaysia and SingaporeWorld Cyber Games starting in 2005, and the World
Cyber Games Asian Championships beginning with the 2006 season.[18] Defense of the
Ancients is now included in the game lineup for the internationally recognized Cyberathlete
Amateur League and CyberEvolution leagues. Additionally, the scenario appeared in Electronic
Sports World Cup (ESWC) 2008;[20][21] Oliver Paradis, ESWC's competition manager, noted
that the high level of community support behind the scenario, as well as its worldwide appeal,
were among the reasons it was chosen.

The scenario is popular in many parts of the world; in the Philippines and Thailand, it is
played as much as the game Counter-Strike. It is also popular in Sweden and other Northern
European countries, where the Defense of the Ancients-inspired song "Vi sitter i Ventrilo
ochspelarDotA" by Swedish musician Basshunter reached the European 2006 charts at #116 and
cracked the top ten Singles Charts in Sweden, Norway, and Finland. LAN tournaments are a
major part of worldwide play, including tournaments in Sweden and Russia; however, due to a
lack of LAN tournaments and championships in North America, several teams have since
disbanded.[23] Blizzard points to DotA as an example of what dedicated mapmakers can create
using developer's tools.

In June 2008, Michael Walbridge, writing for Gamasutra, stated that DotA "is likely the
most popular and most-discussed free, non-supported game mod in the world". In pointing to the
strong community built around the game, Walbridge stated that DotA shows it is much easier for
a community game to be maintained by the community, and this is one of the maps' greatest
strengths. Defense of the Ancients has been credited as one of the influences for the upcoming
Gas Powered Games title Demigod, as well as Daisuke Ishiwatari's "Melee Action" game, Guilty
Gear 2: Overture.

The American Medical Association on Wednesday backed off calling excessive video-
game playing a formal psychiatric addiction, saying instead that more research is needed. A
report prepared for the AMA’s annual policy meeting had sought to strongly encourage that
video-game addiction be included in a widely used diagnostic manual of psychiatric illnesses.
AMA delegates instead adopted a watered-down measure declaring that while overuse of video
games and online games can be a problem for children and adults, calling it a formal addiction
would be premature.
While more study is needed on the addictive potential of video games, the AMA remains
concerned about the behavioral, health and societal effects of video game and Internet overuse,”
said Dr. Ronald Davis, AMA’s president. “We urge parents to closely monitor children’s use of
video games and the Internet.”
Despite a lack of scientific proof, Jacob Schulist, 14, of Hales Corners, Wis., says he’s
certain he was addicted to video games — and that the AMA’s vote was misguided. Until about
two months ago, when he discovered a support group called On-Line Gamers Anonymous, Jacob
said he played online fantasy video games for 10 hours straight some days.
He said his habit got so severe that he quit spending time with family and friends.
“My grades were horrible, I failed the entire first semester” this past school year because of
excessive video-game playing, he said. “It’s like they’re your life.” Delegates voted to have the
AMA encourage more research on the issue, including seeking studies on what amount of video-
game playing and other “screen time” is appropriate for children.
Under the new policy, the AMA also will send the revised video-game measure to the
American Psychiatric Association, asking it to consider the full report in its diagnostic manual;
the next edition is to be completed in 2012.
Dr. Louis Kraus, a psychiatric association spokesman, said the report will be a helpful
resource. The AMA’s report says up to 90 percent of American youngsters play video games and
that up to 15 percent of them more than 5 million kids might be addicted. The report, prepared by
the AMA’s Council on Science and Public Health, also says “dependence-like behaviors are
more likely in children who start playing video games at younger ages.”
Internet role-playing games involving multiple players, which can suck kids into an
online fantasy world, are the most problematic, the report says. That’s the kind of game Schulist
says hooked him.
Kraus, chief of child and adolescent psychiatry at Chicago’s RushMedicalCenter, said behavior
that looks like addiction in video-game players may be a symptom of social anxiety, depression
or another psychiatric problem.
He praised the AMA report for recommending more research.
“They’re trying very hard not to make a premature diagnosis,” Kraus said.
In other action on the final day of the AMA’s annual policy meeting, delegates:
Voted to have the AMA support government policies requiring fast-food restaurant
chains to provide menus detailing nutritional information including calories, fat and sodium
content. A key way to fighting the obesity epidemic “is that people know what they’re eating,”
Davis said.
Recommended more research on a potential link between high fructose corn syrup and
obesity. A measure had sought to have the AMA seek government restrictions on the popular
sweetener and food labels declaring that excessive consumption of it may lead to obesity.
The Internet's effect on human culture is much like other forms of technology have
exhibited in the past, as one researcher justifies. "Psychologists are not even sure yet what to call
this phenomenon. Some label it an "Internet Addiction Disorder." Let's not forget the very
powerful, but now seemingly mundane and almost accepted addiction that some people develop
to video games. Video games are computers too...very single-minded computers, but computers
nevertheless. People get addicted to those too, and not just the sex lines. Like computers,
telephones are a technologically enhanced form of communication and may fall into the category
of "computer mediated communication" as the researchers are dubbing internet activities. In the
not too distant future, computer, telephone, and video technology may very well merge into one,
perhaps highly addictive, beast. A teenager who plays hooky from school in order to master the
next level of Donkey Kong may be a very different person than the middle aged housewife who
spends $500 a month in America Online chat rooms who in turn may be very different from the
businessman who can't tear himself away from his finance programs and continuous Internet
access to stock quotes. Some cyberspace addictions are game and competition oriented, some
fulfill more social needs, some simply may be an extension of workaholic. A personal computer
game also known as a computer game or simply PC game is a video game played on a personal
computer, rather than on a video game console or arcade machine. Computer games have
evolved from the simple graphics and game play of early titles like Space war, to a wide range of
more visually advanced titles.
Studies measuring the physiological responses to playing violent video games compared
with physiological responses to non-violent games have shown that violent games increase
physiological arousal. Heart rate, systolic blood pressure, and diastolic blood pressure all
increase when playing violent games. Ballard &Weist (1996) showed that playing a violent game
(Mortal Kombat, with the depictions of blood "turned on") resulted in higher systolic blood
pressure increases than playing a non-violent game or Mortal Kombat with the blood "turned
off." Studies by Lynch (1994, 1999) have shown that the effect may be even greater for children
who are naturally more aggressive. Students who scored in the top 20% on a trait hostility scale
showed much greater increases in physiological response than students scoring in the bottom
20% of the hostility scale. Children who were more hostile also showed much greater response in
adrenaline, nor-adrenaline, and testosterone than children who were less hostile after playing a
violent video game. These physiological effects are important because these are the same types
of physiological reactions bodies have when engaged in a fight. The interaction with trait
hostility is important because it suggests that the effects of playing violent games may be even
greater for children who are already at risk for aggressive behavior.
Video game addiction, also called video game overuse, is a proposed form of
psychological addiction composed of a compulsive use of computer and video games.
Sometimes the addiction will manifest itself as part of excessive Internet use.
Most notable are massively multiplayer online role-playing games (MMORPGs), and
related to the also-debated Internet addiction disorder. Instances have been reported in which
users play compulsively, isolating themselves from social contact and focusing almost entirely
on in-game achievements rather than life events

Though video game addiction is not included as a diagnosis in either the DSM or the
International Statistical Classification of Diseases and Related Health Problems, it is suggested
that the symptoms of a video game addiction would be similar to that of other psychological
addictions. Like compulsive gambling, video game addiction is said to be an impulse control
disorder.

Prevalence

No formal studies have been published addressing the prevalence of a possible video game
addiction. A Harris Interactivepoll released in April 2007 found that 8.5% of "youth gamers" in
the United States could be "classified as pathologically or clinically 'addicted' to playing video
games." A British survey reported in November 2006 indicated 12% of polled gamers exhibit
addictive behaviors. Video game overuse is believed to be more of a problem in Asia.[9] A
governmental survey in South Korea estimated that 2.4% of South Koreans aged 9 to 39 are
addicts, with 10.2 percent more "borderline cases."

A 2005 survey by the Entertainment Software Association found that "video game
overuse" was more common in players of MMORPGs. In an interview in 2005, Dr.
MaressaOrzack of McLean Hospital in Belmont, Massachusetts estimated that 40% of the 10
million players of MMORPG World of Warcraft are addicted, a figure she derived from the
survey managed by Nick Yee at the The Daedalus Project.. However, Nick Yee has pointed out
that caution should be exercised when interpreting this survey data.

A July 2007 article indicates a 15-year-old boy from Perth, Western Australia abandoned
all other activities to play RuneScape, a popular MMORPG. The boy's father compared the
condition to a heroin addiction.[14]

A 2008 Study by Stanford University School of Medicine suggests that video game
addiction in men may be more prevalent than women when the game concept revolves around
territorial control. [15] In a first-of-its-kind imaging study, the Stanford University School of
Medicine researchers have shown that the part of the brain that generates rewarding feelings is
more activated in men than women during video-game play. "These gender differences may help
explain why males are more attracted to, and more likely to become 'hooked' on video games
than females," the researchers wrote in their paper, which was recently published online in the
Journal of Psychiatric Research.

Possible causes

Theorists focus on the built-in reward systems of the games to explain their addictive
nature.

Researchers at the University of Rochester and Immersyve Inc. investigated what

motivates gamers to continue playing video games. According to lead investigator Richard Ryan,
they believe that players play for more reasons than just mere fun. Ryan, a motivational
psychologist at Rochester, says that many video games can satisfy some basic psychological
needs and often players continue to play because of rewards, freedom, and often a connection
with other players.

Dr. Brody, head of the media committee at the American Academy of Child and
Adolescent Psychiatry, puts forth that the addiction to computer games can be caused by
psychological problems such as antisocial personality disorder, depression, and phobias such as
social phobia. He believes that many addicts want a way to escape reality and then find that they
can create a whole new persona on an online game and live their life through their new online
personality. Through this they can start to like fantasy life more than reality due to newfound
friends and power, and thus, refuse to be drawn away from it. Dr. Brody, like others, sees the
problem in computer game addiction and believes it needs to be treated on the same level as a
drug addiction. However, there is much controversy over video game addiction being diagnosed
as a "disease" since, in some cases, it is much easier to treat than a drug addiction. According to
him, computer and video game addiction is a disease. Dr. Karen Pierce, a psychiatrist at a
children's hospital in Seattle, treats at least two children a week who play computer and video
games excessively, and "treats it like any addiction."

Studies measuring cognitive responses to playing violent video games (compared with
cognitive responses to non-violent games) have shown that violent games increase aggressive
thoughts. These findings have been found for males and females, children and adults, and in
experimental and correlational studies. Kirsh (1998) found that exposure to a violent video game
increases hostile attribution bias (defined below) in the short term, relative to exposure to a non-
violent video game. The term hostile attribution bias has been used to describe the manner in
which aggressive children perceive the actions of peers. Children who tend to interpret
ambiguous social cues as being of hostile intent (i.e., have a hostile attribution bias) are more
aggressive (e.g., Crick & Dodge, 1994). Furthermore, there is a robust relationship between
hostile attribution bias and children’s social maladjustment, such as depression, negative self-
perceptions, and peer rejection (Crick, 1995). Gentile et al. (under review) also found that
children who play more violent games are more likely to have a hostile attribution bias.
PC games are created by one or more game developers, often in conjunction with other
specialists (such as game artists) and either published independently or through a third party
publisher. They may then be distributed on physical media such as DVDs and CDs, as Internet-
downloadable shareware, or through online delivery services such as Direct2Drive and Steam.
PC games often require specialized hardware in the user's computer in order to play, such as a
specific generation of graphics processing unit or an Internet connection for online play,
although these system requirements vary from game to game.
The amount of time kids spend online is a source of frustration for many parents.
Initially, parents welcomed the Internet into their homes, believing they were opening up an
exciting new world of educational opportunities for their children. However, many parents soon
realized that, instead of using the Internet for homework or research, their kids were spending
hours instant messaging with friends, playing online games or talking to strangers in chat rooms.
Maintaining a healthy balance between entertainment media and other activities in their
children’s lives has always been a challenge for parents. The Internet has made this challenge
even more difficult. The engaging nature of Internet communications and interactive games
means many children and teens have trouble keeping track of time when they’re online.
Unfortunately, parents and teachers are usually not aware that there is a problem
until it becomes serious. This is because it is easy to hide what you are doing online and because
Internet addiction is not widely recognized by the medical community. Mental health
practitioners continue to debate whether this behavior is an “addiction,” with some preferring to
identify it as “compulsive behavior.”
Children and young people can easily become ‘hooked’ on online activities such as
multi-user games, instant messaging, pornography and chat rooms. The most vulnerable
children, according to the Computer-Addiction Services at HarvardMedicalSchool, are those
who are “lonely and bored or from families where nobody is at home to relate to after school.”
 Children who are unpopular or shy with peers are often attracted to the opportunities for
creating new identities in online communities. Boys, in particular, are frequent users of online
role-playing games, where they assume new identities and interact with other players. Although
playing these games with thousands of other users may appear to be a social activity, for the
introverted child or teen, excessive playing can further isolate them from friends and peers.
A recent study of children in their early teens found that almost a third played video
games daily, and that more worryingly 7% played for at least 30 hours a week. Such dependency
could feed other delinquent behavior such as stealing money to buy new games, truancy, failing
to do homework, or simply extreme annoyance when unable to play.
Although there have been studies that have found video game violence to have little
negative effects on their players, there are also many studies that have found a positive
correlation between negative behavior, such as aggression, and video and computer game
violence. Thus, in order to totally assess the effects of game violence on its users, the limiting
conditions under which there are effects must be taken into account, which include age, gender,
and class/level of education.
Another study detailed in the book surveyed 189 high school students. The authors found
that respondents who had more exposure to violent video games held more pro-violent attitudes,
had more hostile personalities, were less forgiving, believed violence to be more typical, and
behaved more aggressively in their everyday lives. The survey measured students' violent TV,
movie and video game exposure; attitudes toward violence; personality trait hostility; personality
trait forgiveness; beliefs about the normality of violence; and the frequency of various verbally
and physically aggressive behaviors.
The study found that one variable trait forgiveness appeared to make that person less
affected by exposure to violent video games in terms of subsequent violent behavior, but this
protective effect did not occur for less extreme forms of physical aggression.
A third new study in the book assessed 430 third-, fourth- and fifth-graders, their peers,
and their teachers twice during a five-month period in the school year. It found that children who
played more violent video games early in the school year changed to see the world in a more
aggressive way, and became more verbally and physically aggressive later in the school year
even after controlling for how aggressive they were at the beginning of the study. Higher
aggression and lower pro-social behavior were in turn related to those children being more
rejected by their peers.
Children's aggression in school did increase with greater exposure to violent video
games, and this effect was big enough to be noticed by their teachers and peers within five
months.
These games are addictive.. These games played by students are not only played during
day time but also in the late hours of the evening. Even at pass midnight, you can see them at
internet cafes.
These games are like drugs, they are addictive. Students exhaust their financial resources
to be able to play these games.
These games are so addictive that players set these online games as their priorities and
see schooling as a hindrance or a nuisance.
These games are so addictive that players lose their morals because of the environment in these
games. The government can negotiate with the providers of these games to limit the number of
hours a player account can be used by day. Only the government can do this.
The symptoms are the same as any addiction. These kids are becoming addicted to the
Internet or Computer Games in much that same way that others became addicted to drugs or
alcohol which result in academic, social, and occupational impairment. Although computer
addiction is the lesser evil compared to drug addiction, it nevertheless takes away the priorities of
these children.
They will only realize the bad effects of their addiction once they get failing marks . As
long as they are doing well in school, they will continue to play or go online. Parents need to
draw boundaries once their kids start using the computer or even game consoles. According to
the Business Promotion and Development Office (BPDO) of the ManilaCity Hall, they are not
strict when it comes to releasing permits of the Internet Shops since so far, there is no particular
ordinance governing their operation. However the BPDO is strict in implementing two policies:
1. That all computer shops must be 50 meters away from churches, schools and government
institutions
2. That there should be a notice saying that minors are not allowed to play during school hours or
from 8:00 AM to 5:00 PM.
No wonder there are a lot of kids at that time of the night. I still believe that minor children
should be at their own homes ,monitored by their parents. I strongly suggest that internet cafes
allow a maximum one hour usage during school days (from 6:00 PM to 7:00 PM). The laws
should be changed that minor children shouldn’t be playing games during school days. I believe
children can be taught the wise use of the computer as early as 6 years old and that parents
should be firm with their discipline towards the welfare of their children’s educational growth.
First I believe that computer gaming/surfing etc might trigger an addiction but blog like this, self
discipline, or parents’ responsibility is “A MUST” (great responsibility) of everyone.
Source of information to understand the pro’s and con’s is important.
A kid’s/teens for example that goes to the library doesn’t mean their really in library. Or even in
the library now a day has computer which mean limiting them for using the computer in the
house would not mean they will not go to their friend to use their computer, nor to the computer
shop with your knowledge.
Excessive computer use, although a common component of Tech life, may be an indicator
of deeper problems and an underlying computer addiction. Use of the computer for pleasure,
gratification, and stress-relief, as well as feelings of depression and irritability when away from
the computer may indicate a computer use addiction. Also, neglecting work, school, and social
activities in favor of computer time or sacrificing sleep for computer use can be symptoms of
excessive use. Describing symptoms of the addiction is easier than pinpointing its causes, say
psychologists. Contrary to popular belief, people who are dependent on computers are not all
shy, socially inept, or “geeks.”Dr. Michael Fenichel, a psychologist who has treated people
claiming to have “Internet addiction,” feels that a reliance on computers is caused by feedback
from the net, the behavioral reinforcement which comes from e-mail and chat contacts, and the
opportunity to repress or release aggressive or sexual impulses
Many Tech students spend hours on the computer to do Internet research, take quizzes, or
type reports. This level of usage, added to the amount of time spent playing computer games or
talking to friends and relatives on-line, can monopolize a large portion of time. Excessive
computer use, although a common component of Tech life, may be an indicator of deeper
problems and an underlying computer addiction. Use of the computer for pleasure, gratification,
and stress-relief, as well as feelings of depression and irritability when away from the computer
may indicate a computer use addiction
The increasingly realistic and exciting nature of electronic games has helped to make them
enormously popular with children and youth. 79% of American children now play computer or
video games on a regular basis. Children between the ages of seven and 17 play for an average of
eight hours a week. Most of the games on the market are appropriate for these young players,
and the best of them can bring a lot of benefits. Besides being fun, some of the games provide
practice in problem solving and logic as well as strategizing.
The growth of electronic games has not been without controversy, however. The subset of
games that feature violence, gore, and antisocial behavior has raised concern among parents,
educators, child advocates, medical professionals, and policy makers. The implication of games
in high profile school shootings has led to congressional hearings, government investigations,
and legislative proposals. The intense concern about video and computer games is based on the
belief that the ultra violent games are inappropriate for all children and harmful to some.
Concern about violent video and computer games is based on the assumption that they contribute
to aggression and violence among young players.

* Children are more likely to imitate the actions of a character with whom they identify. In
violent video games the player is often required to take the point of view of the shooter or
perpetrator.

* Video games by their very nature require active participation rather than passive observation.

* Repetition increases learning. Video games involve a great deal of repetition. If the games are
violent, then the effect is a behavioral rehearsal for violent activity.

* Rewards increase learning, and video games are based on a reward system.

* Heart rate, systolic blood pressure, and diastolic blood pressure all increase when playing
violent games.
Studies measuring cognitive responses to playing violent video games have shown that violent
games increase aggressive thoughts and emotions. Exposure to violent games increases
aggressive actions.
* Children who play more violent video games are more likely to experience aggressive feelings,
thoughts, and actions, and are also less likely to behave in positive, prosocial ways. This appears
to be true for both boys and girls, and surprisingly, also for children who are not naturally
aggressive.
But video and computer games can have the most profound influence on the behavior of
children, simply because children retain a lot more information if they learn actively, rather than
passively. It's because of this interaction that violent video and computer games have such a
powerful impact on children's aggressive behavior. The first step is awareness. Simply being
mindful of the games children are playing may well be all it takes to encourage parents to lay
down rules as to the types of games allowed in their home.

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