Violent video games by the virtue of being active unlike other forms of media such as the Television, which is passive, presents a huge effect on people’s behaviors. The learning process in the video games is thus actively involving for any individual. The active process ensures the individual partakes in the activities fully though virtually. Any violence that is portrayed in these video games engrosses an individual largely which in the end increases his or her aggression (Anderson et al., 56).
The players of these violent video games tend to identify with a violent character. In most games, a player uses the same visual perspective as a violent character in the game. For instance in a video game that involves shooting, a first person shooter plays using the same perspective as the shooter. If the game happens to be in third persona, the player controls the actions of the violent character or game persona in a more distant or detached manner (Kutner& Cheryl, 33). These perspectives create the illusion of players actually carrying out the real violent deed. It has been identified in some instances particularly children adopt the personas of the violent game characters in their social settings. Glen Muschert in his book School Shootings: Mediatized Violence in a Global Age notes that incidences of school shootings have been brought about by the influence of violent video games on school going teenagers.
The violent video games, further, encourage violent behavior in people through their rewarding system. Many of these games are configured to award points to violent antics employed by the players. These configurations allow them to move next game stages. The players are often congratulated by verbal phrases such as “Nice shot,” “Wow you got him there.” This rewarding behavior increases frequency of the playing and competition that eventually increases the number of hours committed to these violent games. The motivation through the reward system indirectly influences the individual in appreciating and incorporating this games and what they stand for in his actions.
These games, however, are not negative in entirety, the video games gadgets such as the hand pads have been known to improve the eye-hand coordination. This coordination is prudent for better mental health and cognitive abilities (Franzoi, 45). The player’s hands develop independent coordination. Each hand often than not can easily perform entirely different movements. The separate hand coordination aid in the stimulation of brain regions. The games are also known to enhance creativity and tactful thinking in players. The fact that many of these players are actively put in dangerous situations within the violent games frameworks they are forced to make quick and tactful decisions.
Many argue that violent video games are good for an individual in that they are cathartic. The games allow players to release their pent up energies into harm-free channels. This is particularly essential for individuals that otherwise would have channeled their energies into other actual misdeeds such as fights et cetera (Sparks, 71). The games help many players forget the stressful parts of their days such as any other recreation activity. These games have further been seen as critical in helping individuals gain self-confidence. The wins and spoils from participating in a certain game level make the players have a feel good attitude which may radiate in their daily activities.
Works Cited
Anderson, Craig A, Douglas A. Gentile, and Katherine E. Buckley. Violent Video Game Effects on Children and Adolescents: Theory, Research, and Public Policy. Oxford: Oxford University Press, 2007. Print.
Breckler, Steven J, James M. Olson, and Elizabeth C. Wiggins. Social Psychology Alive. Belmont, Calif. [u.a.: Thomson/Wadsworth, 2006. Print.
Cardwell, Mike, and Cara Flanagan. Psychology A2: The Complete Companion. Cheltenham: Nelson Thornes, 2003. Print.
Egenfeldt-Nielsen, Simon, Jonas H. Smith, Susana P. Tosca, and Simon Egenfeldt-Nielsen.Understanding Video Games: The Essential Introduction. New York: Routledge, 2013. Print.
Franzoi, Stephen L. Psychology: A Discovery Experience. Australia: South-Western Cengage Learning, 2011. Print.
Kutner, Lawrence, and Cheryl K. Olson. Grand Theft Childhood: The Surprising Truth About Violent Video Games and What Parents Can Do. New York: Simon & Schuster, 2008. Print.
Muschert, Glenn W, and Johanna Sumiala. School Shootings: Mediatized Violence in a Global Age. Bingley, UK: Emerald, 2012. Print.
Sparks, Glenn G. Media Effects Research: A Basic Overview. Australia: Wadsworth Cengage Learning, 2013. Print.
