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Advantages and Disadvantages of Video Games

• Categories: Video Games Violence in Video Games

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Published: Feb 9, 2022

Words: 1148 | Pages: 2 | 6 min read

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Introduction, video games: advantages and disadvantages, works cited.

• Bavelier, D., Green, C. S., & Seitz, A. R. (2013). Learning through action video games. Nature, 12, 135-138.
• Chang, Y. C., & Huang, Y. M. (2015). Learning by playing: A cross-sectional descriptive study of nursing students’ knowledge acquisition in digital and non-digital games. Journal of Educational Technology & Society, 18(1), 128-140.
• Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children's and adolescents' aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science, 10(5), 646-666.
• Gentile, D. A., Anderson, C. A., Yukawa, S., Ihori, N., Saleem, M., Ming, L. K., . . . Sakamoto, A. (2009). The effects of prosocial video games on prosocial behaviors: International evidence from correlational, longitudinal, and experimental studies. Personality and Social Psychology Bulletin, 35(6), 752-763.
• Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66-78.
• Hilgard, J., Engelhardt, C. R., & Rouder, J. N. (2017). Overstated evidence for short-term effects of violent games on affect and behavior: A reanalysis of Anderson et al. (2010). Psychological Bulletin, 143(7), 757-774.
• McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin.
• Russoniello, C. V., O’Brien, K., & Parks, J. M. (2009). The effectiveness of casual video games in improving mood and decreasing stress. Journal of Cybertherapy and Rehabilitation, 2(1), 53-66.
• Subramanian, V. (2018). Digital game-based learning: A review of the effectiveness of educational games. In T. Reiners, & L. C. Wood (Eds.), Gamification in education and business (pp. 43-73). Springer International Publishing.
• Vandewater, E. A., Shim, M. S., & Caplovitz, A. G. (2004). Linking obesity and activity level with children's television and video game use. Journal of Adolescent, 27(1), 71-85.

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• Essay on Games

Example Of Should Educational Computer Games Be Used In Class Argumentative Essay

Type of paper: Argumentative Essay

Topic: Games , World , Learning , Video Games , Students , Virtual Reality , Computers , Education

Words: 2250

Published: 02/15/2020

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Video and computer games have increasingly developed and caught the attention of scholars of diverse disciplines. In the past, educators ignored computer and video games. Whenever educators discussed games, they concentrated on the social outcomes of game playing. They ignored the significant potentials of game playing in adding to the value of education. Video and computer games have become the most profitable, persuasive and influential entertainment means in the United States and the rest of the globe. Given their persuasive nature, educators have taken an interest on the effects these games have on their players. They have taken a keen interest in understanding some of the motivating factors of computer and video games, and how they can be harnessed in facilitating classroom learning. While some believe that computer and video games can positively influence the learning process, some fear the worst may happen. Given the nature of many video games, some education stakeholders fear that encouraging games may enhance cases of violence, negative image of women and aggression. This work dissects the intricate balance that educators have to consider in considering the beneficial prospects and negative externalities of inculcating video games in classroom learning environment. This work explores the reasons why video games are the best option to enhance learning in the prevailing technological world. The past ten years have seen a paradigm shift in the entertainment industry from traditional brainteaser games to electronic entertainment. Improvement in technology has enabled designers to develop rich digital words with a display of improved graphics and sounds. Development of video games has gone an extra notch. Contemporary gaming experience is much more advanced than traditional Pac-Man. While computer and video games still contain elements of action, there is more to that. Simulations, role playing, sports, adventures, puzzles and strategy have become a significant part of gaming. Quality designs of these games immerse players in exciting and interactive digital micro-worlds. For example, Final Fantasy deeps gamers into a micro-world of fantasies, Alpha Centauri, Civilization and Age of Empires gets one into a micro-world of different civilization. Drills and practice are important aspects of education that computer and video games can help enhance. Computers have been traditionally used primarily in education to support practice and drill. Drills are imperative in aiding a learner recall facts. Practice and drill games such as Knowledge Munchers, Alga-Blaster and Reader Rabbit would help learners remember facts taught in class. The three games can be easily integrated into didactic and traditional curriculum to enrich exercise during learners’ private study time. Effective practice and drill games employ action genre of video games to fully engage learners. Although little research has been done to prove this fact, drill games have the superior design of non-computer games that have sustainable effect of enhancing drilling. Drills are also vital in ensuring the learners develop a superior capacity for solving real-world problems. Using video games in exploration of micro-worlds by learners is consistent with emerging archetype of instruction. Video games used in a classroom situation do not suspend the rules of reality. Simulation games attempt to model a framework in a manner consistent with the reality. Simulations create other systems through other symbol systems. This enables learners to model physical and social systems in a manner that they desire. Hi-fidelity simulations labor to model all interactions in a system in a way that resembles reality. Low-fidelity simulation simplifies systems for learners so that they are able to understand the components of the larger system. Employing hi-fidelity simulation in learning environment places learners in the same learning conditions as pilots and military recruits. Children get to have an in-depth understanding of situations from a tender age, and develop their capacity to solve real world issues. The strong point of using hi-fidelity simulation videogames in classrooms lies in its ability to produce situations that are consistent with the scenarios the learners encounter in their daily lives. Low-fidelity simulated computer and video games help individuals solve complex scenarios. Since the concept lies in simplification of complicated systems to reveal their composite parts, low-fidelity enables students interact with complex systems. It helps learners appreciate that the key to problem solving is eliminating or reducing redundant variables. The students are able to decipher problems they face in the process of learning and what they encounter in the real world. Although low-fidelity relies majorly on board games, designers have introduced the traditional board games such as scrabble and chess into computer games. Computerized simulations, also referred to as edutainment are an essential part of learners’ learning in the contemporary world. They help learners to manipulate variables they would otherwise consider unalterable. Designers and programmers have come up with hi-tech computer and video games that enable learners to do what was in the past thought impossible. Using games such as SimEarth, learners are able to observe the effects of altering the earth’s oxygen levels. Further, students are able to observe the effects of increasing global temperatures. This improves a student’s understanding of issues that affect the universe. Unlike in the past when such aspects were merely mentioned and theorized, they have become reality and comprehensible with advanced gaming. Children and teenagers play video games frequently for a number of reasons. Computer games have a variety of features that make them both desirable for gamers as well as for promoting educational capabilities of learners. Some of the traits of video games that make them inspirational to school-going aged populace include motivation, attractiveness, challenges and active engagement thus enabling learning by doing and data handling capabilities. In the event that an ordinary teacher would possess these traits, children would learn more enthusiastically. Unfortunately, an ordinary classroom lacks the above mentioned features. Introducing computer and video games to classroom learning instigates these features to make learning enthusiastic and engaging. Video games would provide challenging, complex and vivid features that ordinary classroom environment lacks. The characteristics of video games promote and stimulate positive learning behavior in learning of students. In addition, games possess academic benefits of self-feedback, collaborative learning and personalization. Further, gaming enables students to understand and view situations from different angles. In simulations such as Hidden Agenda, learners have the opportunity to assume the position of a head of state in Central American State. As the head of state and government, the learner gets to understand the policies that facilitate his leadership. In this respect, the digital president acquires knowledge concerning politics, economics, sociology, culture and history in the process. Assuming a different position enables the learner to develop different perspectives and appreciation of the difficult choices leaders make to maintain a sustainable political, economic and social system. In addition, computer and video games permit learners to observe systems performance over a period. In simulations such as Civilization and SimCity, students get the opportunity to scrutinize behavior in the social systems over centuries. In the same way, students create models of the solar system and observe the solar system in motion in Virtual Solar System course. They attain training on aspects of the solar system such as revolution, rotation and eclipses. In a class situation without computer simulation, students would model and see the systems as static and fail to make much sense out of them. In a simulation-enabled class with computer games and educational video games, learners get to see the systems in motion, colorful and attractive images that leave a long-lasting impression in their memories. Within computer gaming precepts, the learners accomplish a facet of time manipulation. Computer games such as Railroad Tycoon add gaming prospect to these simulations to bolster student engagement. Video games provide chances to students to pose hypothetical queries to the system. In traditional simulations such as Antietam, students are able to simulate hypothetical scenarios answering questions such as “what if”. Ability to pose questions to the system enhances the student’s authority to find solutions to problems in a classroom situation. Most notably, students gain the powers to solve problems in the real world. Visualizing systems and situations in three dimensions is the other advantage of using computer games in classrooms. For instance, in the Digital weather Situation, students use three-dimensional tools to envisage weather systems in 3-D. In addition, ability to compare simulations with the understanding of a system contributes an immense benefit to the learning of students. Students get to acknowledge that simulations are not reality. They merely reflect the designer and programmers’ conception of reality. Educators can capitalize on these discrepancies to invoke their students examine simulations with the basis of recognizing biases or inaccuracies. Simulations in computer and video games that students use in their learning endeavors place them in a unique position to understand systems’ dynamics. Computer and video games enable students to interact directly with complex systems. Educational value of computer games does not lie on the simulations themselves. Rather, it relies on the experience of students upon using the computer game simulations. Mere use of computer games in a learning environment does not create an obvious understanding of the principles that educators desire. Learners need time to reflect and debrief. The length of time the learners spend on reflecting upon the games should be equal to the time they spend playing. With these massive benefits of video and computer games in enhancing learning, the future of video games in education remains speculative and uncertain. 21st century has seen the greatest transition rate of technology, and more surprises could still shake the place of video games in education. In the 1980s, a small portion of education stakeholders had immense enthusiasm to harness the design knowhow embedded in video games to advance instructions in schools. Educators studied and learnt principle guidelines of designing an engaging environment from the video game industry. Most of these have been incorporated in the education system. Many educators and teachers have begun deploying the use of commercially available edutainment facilities. Despite the escalating use of these products, there is little empirical research on how the products work in the learning environment. Research has shown some interesting trends in video gaming that could hold a great future for computer games in learning. First, the use of mobile phone games and network games for online is increasing every year in the United States. Market-share for online and network games is developing by year. This implies that developers and designers of educational video games have the inspiration to design more games than ever since they have a guarantee for ready market. Further, a package type game that has been widespread and popular in the past is gradually replaced by network games. According to researchers, children learn faster and without many efforts from educational video games. Interesting statistics as researched by Richard reveals a reasonable ground to stick to the opinion that video games should indeed be used in enhancing learning in classrooms. According to the researcher, 85% of children of school going age admitted to playing computer games outside classroom at least once every week. 22% of the correspondents said they have used the games in class. The research revealed more prevalence in male students’ obsession with computer games than their female counterparts did. 50% of the interviewed male students contended to daily playing of computer games as compared to 21% of girls. This could make implementers of video games in schools to evaluate which settings best suit what games for effective learning. Further, prevalence in playing computer games is a function of learners’ age. Children aged between 11 and 12 have 46% likelihood of playing video games while those aged 24 to 16 only have a 25% probability. On average, 62% of students in the United States feel they would like computer games in classrooms. Of those who would love the video games in classrooms, 89% have a notion that video gaming in classrooms would make learning exciting. This represents 55% of the total respondents. Despite the large percentage of students wanting the video games used in classrooms, a significant portion of students do not think it is a good idea to introduce or encourage the use of video games in schools. A massive 22% of students hold this opinion. Half of these students believe video games would increase aggression and violence among students.

Annetta, L. A. (2011, June 3). Video Games in Education: Why They Should Be Used and How They Are Being Used. Retrieved Sept 21, 2013, from http://people.virginia.edu: http://people.virginia.edu/~bb2uz/public/7040%20Research/cognitive/video%20games%20why%20and%20how.pdf Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2009, October 31). Elsevier. Retrieved Sept 21, 2013, from Students’ perceptions about the use of video games in the classroom: http://users.ugent.be/~mvalcke/CV/games.pdf Felix, P. (2009). Quality Education. Service Quality Journal , 23. John, P. (2012). Education in hte technological World. New York: Apprenticehall. Kurt, S. (2009, January 23). Education in USA. Retrieved Sept 21, 2013, from Video games in education: http://website.education.wisc.edu/kdsquire/tenure-files/39-squire-IJIS.pdf Lenn, A., & Marshall, M. (2013, June 12). Serious Games: Incorporating Video Games in the Classroom. Retrieved Sept 21, 2013, from Educausereview: http://www.educause.edu/ero/article/serious-games-incorporating-video-games-classroom Richard, S., Mary, U., Facer, K., & Rudd, T. (2009, Sept 21). Using commercial off-the-shelf computer. Retrieved Sept 5, 2013, from Teaching with games: http://www2.futurelab.org.uk/resources/documents/project_reports/teaching_with_games/TWG_report.pdf Shrodinger, S. (2009). Computers and the current state of education. Boston: Houghton Mifflin Company. Yagoshima, K. (2007). Present State of Videogames and Learning Games – Use and Effects. Education Journal, 21. Zablon, V. (2011). Video games and learning. Boston: Muffling Printers.

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