Computer games, the internet, and other new communications media are often seen to pose threats and dangers to young people; but they can also be seen to provide new opportunities for creativity and self-determination (Buckingham, 2006). This is in a new digital generation where technology is increasing at a rapid ascent and its purposes and functions of each invention are questioned in terms of its usefulness to our society. So this poses the question whether or not video games in particular are a waste of time. Throughout this essay it will continue to explore this through the study and history of the video game, the negative effects that games may bring (e.g. violence) and the positive aspects of this new technology (e.g. educational potentials).
The academic study of video games is a relatively new discipline. Although the technical aspects of video games have been studied for years, theories that examine games as an artistic medium are a relatively recent development. This can be distinguished between the fields of Narratology and Ludology. Narratology is the study of video games from the perspective of them being stories or literacy word, in contrast to Ludology, which is not concerned with the story elements of games but rather with the Game Play elements (Frasca, 1999, ¶ 27). However, there is more to video games than just the story and the game play. It can be viewed in a technical sense, as coming to us in the same era as computers... hence the often confused term 'computer games'. The video game is defined as a game that involves interaction with a user interface to generate visual feedback on a video device (Video Games, 2008, ¶ 1). So to clear that confusion up it is simplest to understand Video games as being the larger genre, of which computer games, console games and so on, are smaller sub-genres. Thus we can trace a history of video games according to their hardware platform, from arcade machines to consoles and home computers.
The development of the video game was a gradual process which took over twenty years to arrive into our living rooms. The first graphical game invented was a version of Tic-Tac-Toe in 1952 but it wasn’t until 1972 when the first video game console was invented and could be played at home (Bellis, 2008, ¶ 1, 4). Over the past thirty years, it has become an integral part of our culture, and the video game industry has become a multi-billion dollar behemoth (History of Gaming, 2008, ¶ 1). It is viewed as a new form of cultural practise in the same way it is thought of as old media like newspapers, radio, television and film. Like related form of media, computer and video games has been the subject of frequent controversy and censorship, due to the depiction of graphic violence, sexual themes and the consumption of drugs, alcohol and tobacco.
Violent video games are popular with the male and female adolescent age group which it has been accused of causing addiction and even violent behaviour (Anderson, 2007). But they are only games, right? Games seem innocent enough when they're sitting on the store shelf, but what are we really bringing into our lives? (Reality Bytes, 2008, ¶ 1) Video games can be connected to numerous problems for youths today: obesity, lack of social skills, and decline in schoolwork productivity, and aggressiveness (McBeath, 2006). It is believed that children who are playing violent video games are being desensitized to this at a young age. However, by moving beyond the medium approach, video games are exactly what their name suggests: Just Games. They draw a history through the ages to all forms of abstract games; for example backgammon and chess. It is largely through the media’s perspective on violent games as being linked with aggression in children on how it is perceived (The Positive Effects of Games, 2005, ¶ 7). Although studies on violent video games have found negative correlations with academic performance, a positive association with other types of games has also been found. For Example the armyhas even utilized video games, ‘The American Army’, as a recruitment tool (Galloway, 2004, ¶ 2). Nevertheless not all video games are violent and negative; there are many educational based games.
Violent games are usually analyzed for their possible negative effects, and educational games are promoted as the provider of more positive effects, conversely both types of games can provide positive effects to players. There are many skills that can be learned by playing them. Some such skills include improved problem-solving abilities, perseverance, memory, cognitive ability, and academic performance and learning (Kiefaber, 1998, ¶ 10). Such educational computer games are also becoming more prevalent and popular in primary and secondary schools today as teaching tools for youths, as it allows an interactive nature through high levels of entertainment. Additionally, developers are beginning to change the view of traditional video games by creating popular games that require the player to be active – Wii Fit – or focus on using brain power – Brain Age 2.
In an educational context, the potential of games to support learning is the most recognisable educational technology produced to date. Digital game-based learning implies that developing educational games is a moral imperative, as kids of the "videogame generation" do not respond to traditional instruction (Squire, 2002, ¶ 2). It is further argued by Lloyd Rieber (1996, ¶ 14) that digital games engage players in productive play that learning occurs through manipulating simulations, and game play. Whereas older educational games have relied heavily on basic exterior game plans where learning is inserted into a generic gaming template, like hangman, where the academic content is effortlessly incorporated with gaming mechanics (Squire, 2002, ¶ 2). So the question still remains; are games a waste of time?
The answer is clearly no. The impact of video games in today's society has forever changed our customs and the way our generation live and play. it has become an integral part of our culture and its impact can be seen in politics, television and popular music. they are not a waste of time, but simply a means to our future educational systems in a new generation of new communication technologies.
Bibliography
Book References
Anderson, C.A., Buckley, K.E. & Gentile, D.A. (2007) Violent Video Game Efects on Children and Adolescents; Theory, Research, and Public Policy. New York: Oxford University Press
Buckingham, D. & Willett, R. (2006) Digital Generations; Children, Young People, and New Media. London: Lawrence Erlbaum Associates Publishers
Website References
Bellis, M (2008) Computer and Video Game History; Early arcade machines, the history of home consoles, and the history of the video game. Retrived May 26, 2008, from http://inventors.about.com/library/inventors/blcomputer_videogames.htm.
Frasca, G. (1999) Ludology meets Narratology; Similituse and differences between (video)games and narrative. Retrieved May 26, 2008, from http://www.ludology.org/articles/ludology.htm.
History of Gaming (2008). The video game revolution. Retrieved May 24, 2008, from http://www.pbs.org/kcts/videogamerevolution/history/index.html
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Reality Bytes (2008). The video game revolution. Retrieved May 21, 2008, from
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Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Retrieved May 24 2008, from http://it.coe.uga.edu/~lrieber/play.html
Squire, K. (2002) Cultural Framing of Computer/Video Games. Retrieved May 21, 2008, from http://www.gamestudies.org/0102/squire/
The Positive Effects of Games (2005) Only a Game. Retrieved May 21, 2008, from
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Video Games (2008) Compact Oxford English Dictionary. Retrieved May 21 2008, from
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Secondary Sources
Aarseth, E.J. (1997) Cybertext: Perspectives on Ergodic Literature. London: The Johns Hopkins University Press
Bolter, J. D & Grusin, R. (1999) Remediation; Understanding New Media. London: The MIT Press
Slevin, K (2000) The Internet and Society. Cambridge: Blackwell Publishers Inc.
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