02 of April 2016
Video games do not promote antisocial behavior in teenagers
The video games industry in the last decades of the XX century has become a new, rapidly growing sector of the industry. Many people have become engaged in their creation and distribution. Generally, scholars, educators, and parents have considered that there is nothing-good coming out of a child’s interest in computer games. Some have even claimed that video games lead to increased level of aggression, violence, delinquent behavior and the child’s antisocial behavior. However now, it is safe to say that computer games are on the contrary a powerful factor in the socialization of a person in the modern world. Millions of people are becoming adherents of certain products of the game industry. They acquire a new “status” of being a gamer (Ducheneaut and Moore p.3). The game offers players many relaxing hours of fun, excitement, communication, etc. It is true that people often they become cyber addicts, with often a transformed and even distorted personality (Griffiths p.303). However, there are games that help solve problems and challenges in various fields (e.g., simulation games, imitation, and education games).
Any preferred games can affect to a greater or lesser degree the relationship and the attitude of the gamer to the world, to himself and to others, just as it can contribute to a change in interest and the development of many human abilities. Therefore, it is important to note that computer games are, for example, a factor in the development of strategic thinking and cognitive abilities. Most computer games can affect some changes in the consciousness of the gamer affecting the change in his behavior. Gamers often identify themselves with their own game character in a computer (console) games, thereby creating a cyber-alter-ego (Durkina and Barber p.375).
Genre. The game can belong to one or several genres, and in special cases be a pioneer of a new genre, or be out of any genre (Griffiths p.304);
The number of players and the way they interact. The single-player game may be designed for solo playing, or a massively multiplayer online game (MMO), designed for the simultaneous game of several people on one server or separate network;
Visual presentation. The game can use the graphical design (more popular) or, on the contrary, be simply textual (less popular); it can be two-dimensional (less popular) or three-dimensional (more popular).
Gaming platform. The game may belong to a single platform or to be multiplatform.
In the context of the theory of human cyber socialization computer games are considered by us as a macro factor (massively multiplayer online gaming, is a network of entertainment for many gamers) and so factor (PC and / or console games, create socializing cyberspace, the "virtual worlds" for gamers) of cyber socialization (Griffiths p.304).
The most popular computer games have gained among young people such a meaning, where the game has become an important part of their life, so to speak, a "virtual basis" for the manifestation of their independence, a component of their communication and even an educational resource. For rarely playing boys and girls – this is more a fun way to spend their time rather than a way to satisfy their curiosity, to test their own abilities and achieve success (Durkina and Barber p.381).
In the last decade, whole subcultures of gamers have appeared and are developing. In the world fans, developers and manufacturers of hardware organize amateur and professional competitions on some computer games around the whole world, related to e-sports area (where the gamer is becoming a professional gamer - a professional player). Gamers of the older age groups occupy a special place in the subculture of gamers (Durkina and Barber p. 384). However, often "aged gamers”, are just like teenagers playing an MMO for the sake of communication. Of course, they also have the aim of earning real money through selling in-game currency and items of the "virtual world" and earning a fortune (Sublette and Mullan p.11).
It is worth mentioning that the MMO genre is increasingly gaining popularity over many other game industry products having many similarities to traditional computer games, with their key differences, the most important of which are the following (Sublette and Mullan p.11-12).
Gamers communities. MMO provides the principle of social inclusion of players. Many of the key quests (tasks) or the missions in the game can only be passed when playing in a team (sometimes requiring a certain number of players, sometimes - the redistribution of roles in the group). To do this, gamers socialize, join into groups (clans, alliances) (Ducheneaut and Moore p. 2-3).
The game infinity. Developers focus on the audience of gamers who play constantly, and develop games that do not limit the maximum achievable development. The games are constantly updated by developers. They adds new game zones, and opportunities, etc. In fact, make the game infinite. Infinity of the game is manifested in the potentially immortal character created by the gamer. The character cannot simply die as he will revive and continue the game until the gamer will show his disinterest in it. "The death of a player character" is available only as a solution when the gamer deletes it, or because of prolonged inactivity in the game. For many game projects, it is a half a year of real time. Everything is done so as to keep the people in the game, make them play and communicate.
In-game currency. MMO's economy is based on the game currency, which can often be purchased for real money. Game currency is spent on the purchase of a variety of gamer gaming values. Getting them free is possible, but you will need a lot of time or “grinding”. In addition, there are unique items or improvements that are only available for real money, but having them, you can move forward in the game or get a special status. Thus, many people tend to purchase them. However, in order to do this communication has to be enacted.
In the socio-psycho-pedagogical terms, it is important to understand that the computer (and / or console) games create specific conditions. They create an atmosphere of social controlled socialization of humans, as they become a special space environment of cyber socialization, the context of which is naturally determined by the social processes and the result of education (social, family, religious, counter-social, corrective) of a particular gamer in a real life (Ducheneaut and Moore p.4). Human socialization, is guided by impacting the organization of the gamers’ life through the genre affiliation, orientation games, the frequency of its use and the degree of importance to the individual (Durkina and Barber p.385). In the game there is a spontaneous socialization of human players, because the influence of the context of interaction and communication with the cyber game characters and partners in the game has a relatively spontaneous character, determined by the present human activities, his interests, moods, desires, expectations, etc. (Griffiths p.305). The game influences human self-change in the game, which can be both positive and negative. Positive self-change of gamers occurs due to constructive use of the realms of opportunities to meet urgent personal needs. We should also mention the educational potential of computer (and / or console) games: the skills of strategic and tactical planning, management, etc. Though, the gamers’ negative self-change is possible in the process of formation of dependence and addiction to computer (and / or console) games (Durkina and Barber p.388).
Despite the seemingly negative effect of computer gaming, there are many positive sides that promote and facilitate the personal growth of not only the gamers’ characters but of the gamers themselves. Because of human self-change in the process of playing computer (and / or console) game takes place (or not) the formation of a common cyber-culture (cultural cyber-socialization) identity and cultural interaction in cyberspace and culture of cyber communication. Thus, it is relatively easy to make a conclusion that video gaming not only does not promote antisocial behavior among teenagers but also facilitates the creation of a certain cyber-socialization process involving the person in gaming and communication with other gamers. Through various competitions organized by manufacturers of games and hardware, the person gets more and more involved in the cyber world finding new friends, acquaintances and quest “groupies”. The infinity of the game provides a chance for the player to constantly be online and chat with his friends with whom he can play every day. Computer gaming (games on the consoles) facilitate the creation of a certain zone of communication making people get together and work together developing new skills.
Works Cited
Ducheneaut, N. and Robert J. Moore. Gaining more than experience points: Learning social behavior in multiplayer computer games. Palo Alto Research Center (PARC). 2005. Print.
Durkina K, and Bonnie Barber. “Not so doomed: computer game play and positive adolescent development.” Applied Developmental Psychology. Vol. 23. 2002. Print.
Griffiths, M. D. Computer game playing and social skills: a pilot study. Aloma. 2010. Print.
Sublette, V. A., and Mullan, B. “Consequences of Play: A Systematic Review of the Effects of Online Gaming.” International Journal of Mental Health and Addiction. Vol. 10(1). 2012. Print.
