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Reflection essays on effects of video games

Reflection Essays On Effects Of Video Games

Reflection essays on effects of video games

The positive and negative effects of video games. B. Refute: Children playing aggressive video games tend to have aggression programmed in their minds Counter-argument: Violent and aggressive video games users may connect violence to entertainment and pursue it as a solution in reality Source: Layton, J. (). Essay Video Games And The Negative Effects. Video Games and the Negative Effects Can violent video games lead to violence? Video games are very popular in today’s society. People from all different ages play these games. The population has grown and video games are doubling in production. Thus, independently of the time someone dedicates to a video game, these experiences will be recorded forever in the subconscious. In states of diminished consciousness, such as stress, lack of sleep, danger, fury, the person may react as conditioned by video games. In terms of affecting social behaviour, Dr. Olson emphasizes that playing video games is a societal activity, as teens are likely to play video games with a group of friends or over the internet. Moreover, several studies highlight the potential use of educational video games as a tool to enhance learning and action video games to improve visual/spatial skills. Cause and Effect in Gambling Addiction Gambling becomes type of addiction for most people who are involved in game. People may look that gambling can be a pleasure in seeking behavior; but sometimes, it can be really difficult to stop this kind of activity or even avoid a .

As I generally do with the other two themes, let us begin by making a phenomenological observation of those games and their users, with special emphasis on children. It will then be possible to draw conclusions about their consequences, and what attitude one may take in relation to them. Video games are composed in general of three main components: There are some variants which employ instead of or in addition to the keyboard "joy sticks" or a light detector in the form of a gun, which detects to what region of the screen one is pointing it.

Let us consider here the most popular control device, the keyboard; every consideration will be valid to the other ones. In general, the microcomputer produces animated figures on the screen. The microcomputer detects which keys have been punched, and produces changes in some of the displayed figures.

I will cover here only the most typical game, where the player plays against the apparatus, and has to exercise rapid reactions to the changes of the figures. If the reaction is a slow one, there will be loss of points in the game or eventually of the game itself. The player's hands and arms almost do not move. As the screen is fixed and quite small both in the portable little game, which the player holds close to him, or in the case of a TV screen, which stays farther apart from him , there is no head movement.

The player is normally seated, so one may observe a general physical passivity, with the exception of small hand and finger movements. The "partially" is due to the inactivity of most of the eye functions: The sound is practically punctual, coming from the loudspeaker.

Both vision and hearing are not stimulated by fine images and sounds, because these are very rough, that is, an acuity effort is not required. Feelings are being activated, as one may observe through the expressions of success or frustration shown by the player.

Reflection essays on effects of video games

This activity is produced by an external stimulation, that is, it is not due to some mental representation, innerly created by the player, as it would have been the case of remembering something or of reading or hearing words. These feelings are artificially created, and have nothing to do with the "reality" of the world. Let us call them "feelings of challenge". The will is active, but in a very partial way, because the movements the player has to perform are very limited. They are made without effort, thus there is no need to exercise will power.

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The player's conscious thinking is damped. One may contrast this situation to that of a chess player.

Reflection essays on effects of video games

In this case, thinking is absolutely essential and motor movements totally secondary. In a video game, the latter are essential, and conscious thinking only disturbs the play. Automatic and rapid motor movements, damped conscious thinking, feelings of challenge stimulated by exact objectives: As a matter of fact, one may imagine the player substituted, with great advantage from the point of view of winning points, by a machine.

As an animal, the player does not act in freedom, because the latter requires conscious reflection. Another aspect is what one could call the player's "de-individuation. For example, the concept of circle does not depend upon the thinker's subjectivity. On the other hand, feelings and will are individual, subjective inner activities: In the case of video games, feelings and will are forced to fit a standard, which is practically the same for every player.

That is, the game does not individualize, on the contrary, it "massifies". One could object that, for each game situation, there is a number of different motor actions which may be performed. Firstly, this variation is extremely limited, characterizing a rigid standard.

Secondly, the feeling of challenge is practically the same for everybody, with obvious variations in the degree of involvement. Compare this situation with that of reading a romance: The latter are adapted to the reader's personality, tastes and experience.

During the game, as with TV viewing, there is nothing to be imagined, because images come ready on the screen.

How is it possible to understand the obsession which certain people feel for these games, becoming unable to switch them off during many hours, eventually for months? Unfortunately, these problems are not faced and solved: With all this, one may conclude that in terms of behavior video games have as a consequence, from one side the "animalization" of the human being, from another his "machinezation. In this respect it would be interesting to make eight observations.

The first point is connected to the well-known fact that nervous tissues, when damaged, do not recompose. Nevertheless, a neurological injury, which causes some disturbance, for instance a motor one, may be by-passed with physiotherapeutic exercises. This way the injured person eventually recovers the mastering over lost movements. It is assumed that new "neurological pathways" are employed, which were not in use before.

The video game probably creates such new pathways in the user, so that he may execute the specific, extremely specialized abnormal visual and motor functions required by the game. Is this good or bad? Certainly, the use of these new "channels" is not normal, because the situation that created them is totally artificial, and does not occur in normal life.

The situation will, later on, probably give rise to unconscious reactions in situations similar to those presented by the games. As children are precisely developing their neurological paths, which are intimately connected to the development of their abilities to walk, speak and think, the establishment of these new pathways is in their case much easier. I believe that this is one of the reasons why they play those games much better than adults. Another reason could be the fact that children do not have the fully developed and active thinking and consciousness characteristic of adults, so they do not have to make any efforts to "switch off" these inner activities.

Maybe the "abnormal" channels even disturb the "normal" ones, so I would not be surprised with the fact that a child would become dyslexic, would develop nervous ticks, or would acquire speech or concentration problems as a consequence of intensive game usage. I have recently heard of some news published in American newspapers, telling that some children addicted to video games spoke too fast, without much sense and with no feeling contents.

This fact suggests the impression that those children spoke with a speed analogous to the use they make of their fingers when playing the games.

Let us recall that there is a correspondence between speaking and gesturing, which is physiologically explained by the vicinity of the motor and speech neurological centers in the brain. It seems to me that those children were mimicking machines. The second point refers to the specialization forced by the games. Children and adolescents should be generalists, and not specialists.

Animals highly accelerate this period, as for instance a foal, which is able to stay on its legs just about two hours after birth. As a consequence, they become specialized in the functions which are typical of the species.

The human being may specialize himself in any function, because he is not physically specialized, preserving embryonic physical features neoteny.

Negative effects of video games Essay

The most typical example of this fact is perhaps that of our hands: The latter preserve during the whole life their non-specialized embryonic stage and, as a result, we may use them to write, to paint, to play musical instruments, to caress, to do all sorts of refined actions which animals cannot do.

As a side observation, note that in this sense our hands are less evolved than animal paws I am against early specialization of children, as for instance in the case of young athletes, or learning how to write before age 7. The case of artistic specialization is a bit different; as an example, I consider that an intensive musical training should preferably start around puberty and never before school age.

The early specialization forced by video games is one further aspect of the "animalization" caused by them. The third point refers to the fact that video game of the type considered here always feature a competition scenario and are connected to induce a desire to win. I do not consider an education made through competitions to be a healthy one.

Reflection essays on effects of video games

The traditional objection is that our modern world is a competitive one, and it is good to prepare the child or adolescent for this situation as early as possible. My answer is that there is a right time for everything in education. Analogously, if cars are part of our life, why not teach and let children drive with, say, 7 years of age? Sex is also part or our life; why not, then, begin showing and teaching it at early ages, as in Huxley's Brave New World?

My four children were educated, as far as possible, without competitions, and as they got to adulthood, they adapted themselves extremely well, without problems, to the proper social situations. I think one of the reasons for the increasing social miseries in the world is precisely the education for competition, instead of educating for cooperation, for tolerance, for social consciousness and sensitivity, for personal dedication to the benefit of others and of nature.

It is a fact that when someone wins and becomes happy, someone else loses and becomes unhappy - a quite anti-Christian situation, so I am always surprised when religious people of this line promote competitions Has someone heard of an addicted player letting the opponent win to make him happy? The fourth point is based upon the fact that humans record everything that occurs to them during their life as a matter of fact, our memory is apparently infinite, which is one of the strong indications that we are not machines, that is, reducible to just physical and chemical processes.

One is eventually not able to remember some experience, but it is nevertheless recorded "somewhere" and may be eventually recalled in special states such as hypnosis. Thus, independently of the time someone dedicates to a video game, these experiences will be recorded forever in the subconscious. In states of diminished consciousness, such as stress, lack of sleep, danger, fury, the person may react as conditioned by video games.

Children record much more deeply than adults: Thus, children are specially vulnerable.

Video Games do not Affect Teens

The fifth point resides in the fact that in general video games present scenes of violence. How is it possible to understand such a fact? Well, scenes of violence hit precisely our feelings, maintaining the typical player's state of excitement. The designers of these games know very well how to grab the naive and the innocents As we have seen in the previous item, all these scenes remain recorded in the player's mind, so one may well imagine its consequences along the time, mainly in the case of children who are more open and receptive to impulses coming from the environment.

If it would not be like that, children would not have their fantastic ability to learn by imitation. The sixth point is based upon the facts that children are unable to understand the bad effects the games may produce upon them, and that the games are irresistibly attractive.

Everyone knows that children may keep playing with them for hours, in consecutive days. It does not help to show them that this is hot healthy, because they are unable to follow and understand concepts as those presented here. Moreover, even if this would be possible, they would have no possibility of controlling themselves. The seventh point concerns the fact that small children learn by playing and imagining. As with TV, video games do not leave space for imagination, because their images come ready and are too fast.

The child cannot assume a contemplative attitude.