A game is structured playing, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. However, the distinction is not clear-cut, and many games are also considered to be work such as professional players of spectator sports and games or art such as jigsaw puzzles or games involving an artistic layout such as Mahjong.
Key components of games are goals, rules, challenge, and interaction. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, stimulation, or psychological role. A game’s tools and rules will result in its requiring skill, strategy, luck, or a combination thereof, and are classified accordingly.
Most games require multiple players. However, single-player games are unique in respect to the type of challenges a player faces. Unlike a game with multiple players competing with or against each other to reach the game's goal, a one-player game is a battle solely against an element of the environment, against one's own skills, against time, or against chance. Playing with a yo-yo or playing tennis against a wall is not generally recognized as playing a game due to the lack of any formidable opposition. It is not valid to describe a computer game as single-player where the computer provides opposition. If the computer is merely record-keeping, then the game may be validly single-player. Many games described as "single-player" may be termed actually puzzles or recreations.
Games are divided to many types. These types of games will be separated with different stage of player, rules and other factors. The simple games that we always seen it will be children games, table-top games, party games, video games, and also educational games, letter games, skill games and other.
Background
of Study
“Video games or in other means any kindly of games
for example computer games, android games, tablet games, PS, and many more are
Good, Bad, or Other?”
The
first interactive computer game, Spacewar, was written in 1961 by an MIT
student named Steve Russell on a Digital Equipment PDP-1 computer. The first
consumer video game, Pong, was released a decade later in 1972.
Throughout the 1970s and into the 1980s, most video games were played in
arcades (in this chapter, we define video games to include arcade games, computer
games, and home console games such as PlayStation). Several recurring
themes began to emerge at this time: multiple companies vied for market
dominance, displacing older systems with each new technological advance; the
popularity and cultural impact consistently grew over time; and concerns arose
regarding the effects games might have.Concerns about video game violence first
became highly salient in 1976 with the game Death Race, in which the
goal was to drive a car over stick figures called “gremlins.” Currently, video
game images are created out
of
many polygons; therefore, the number of polygons processed per second (pg/s) is
a common measure of graphics quality. The Sony PlayStation, released in 1995, processed 350,000 pg/s.
Sega’s Dreamcast, released in 1999, leaped ahead to more than 3 million.
A year later, Sony’s PlayStation 2 jumped to 66 million pg/s. One year
after that, Microsoft’s Xbox boasted 125
million pg/s. The stated goal for
Sony’s PlayStation 3 is 1 billion. At the same time, this increased
speed and graphic capacity allowed for games to become more realistic,
including far more realistic and graphic
violence. Returning to an old
theme, the top-selling video games from 2001 to 2003 were the Grand Theft
Auto series, which included running
down pedestrians with cars, and killing police, prostitutes, and others
with a variety of weapons. The
video game industry is now bigger than Hollywood, raking in more than $10
billion annually in the United States in 2002 and 2003. As games have taken up
more of children’s time and become more realistic and engaging, researchers
have begun to study children’s uses of video games and the varied effects they
may have. In other hand, The volume of research into
computer games has increased steadily in recent years. Within a short period of
time, there have emerged at least one academic journal (www.gamestudies.org), a number of recurring conferences, a Danish and an international
organization for games studies (www.spilforskning.dk and www.digra.org)
and
a range of websites dedicated to game research (such as www.ludology.org and
www.game-research.com). However, what we might somewhat stylishly dub
‘mainstream game research’ deals
with
potential negative effects only to a very limited extent. It concentrates
instead on aesthetic questions, larger cultural issues, analyses of games and
studies of the special characteristics of the medium. The question of negative
effects is mainly dealt with by researchers who are not actually part of the
computer game research community, but who often have a background inmedicine or
a North American psychological tradition
Highest political
levels and to the passing of the so-called Video Game Rating Act. In
response,
American computer game producers set up an industry regulator (the
Entertainment
Software Rating Board). In Europe, a new labeling standard called PEGI
was
recently introduced, administered by the European Interactive Games Industry
(ISFE).
Since
the mid-1990s, particular attention has been paid to so-called ‘3D-shooters’ such
as
Quake and Counter-Strike (see
Fig. 1), which have been accused of glorifying violence. Most
recently,
this accusation has been directed at the game Grand Theft Auto III (see
Fig. 2). This has brought clear
differences of opinion to light, as a more or less unanimous
games
industry has singled out Grand Theft Auto III as visionary and well
designed (see, for example, Ó
hAnluain, 2003).
Fig 1.
Counter Strike (3D shooters
1990s)
Fig .1 Quake
(3D shooters 1990s)
Fig .2- Grand Theft Auto III
(Rockstar Games, 2001)
A
number of people involved in the debate base their arguments on articles in
popular science publications, or publications that are part of public debate
(rather than scientific). This is not always apparent from the way theories are
presented by the news media, however. For example, in the spring of 2003, the
Danish daily newspaper Berlingske Tidende referred to a
marketing-oriented study of the importance of brand names to 8- to
13-year-olds: “Contrary
to what has previously been
believed,
children’s imaginations are destroyed by popular video games. However,
international research shows that they adopt a far more
strategic way of
thinking.”
(Carstensen & Vestergård, 2003; our translation)
This is an example of those parts of the public debate about the subject that
are based on assertions and studies that it would take a large amount of
goodwill to describe as ‘scientific’. Some psychologically inspired studies
have identified grounds for concern in specific contexts, but even using the
same methods, other researchers have not always been able to replicate their
results.
At
the same time, researchers
of a more cultural bent, not least in Scandinavia and Great Britain, have
questioned specific psychological experiments or completely rejected the idea
that experimental methods can provide useful results. For outsiders, the
picture may appear somewhat diffuse because, as mentioned above, the research
traditions involved differ considerably and pay little heed to each other’s
results.
In
2000, the Danish Media Council for Children and Young People summarized the
research, as part of an evaluation of the importance of interactivity to the
appeal and potential adverse effects of computer games (Sørensen & Jessen,
2000a). In brief, the study indicated that the interactive element did not
contribute significantly to any potential negative effects. According to the
study, contemporary computer games were in fact likely to be less damaging than
violent films and TV programmes. Negative effects of computer games have become
the centre of renewed attention,
however,
primarily because of tragic incidences of violence, especially the tragedies in
Littleton, Colorado (1999) and Erfurt, Germany (2002), in which school pupils
shot and killed a large number of their fellow pupils. Violent computer games
of the time were explicitly accused, both in the media coverage and in
subsequent legal proceedings. During the Littleton case, the perpetrators’
fascination with the 3D shooting game Doom (see Fig. 3) was regularly
referred to as a contributory factor.
Fig .3 Doom (id Software, 1993)
A
number of subsequent studies have cited the episode as motivation for studying
the potential negative effects of computer games (e.g., C. A. Anderson &
Bushman, 2001). In one Danish TV news broadcast (Søndagsmagasinet, DR,
5/5-2002), the Erfurt case was linked to the perpetrator’s fascination with the
game Counter-Strike and a theory was advanced about the possible
psychosis-inducing effect of computer games. Since this case, computer games
have been the subject of a certain amount of media debate in Denmark (Borg
& Krogh Jørgensen, 2002; Carstensen & Vestergård, 2003; Kentorp).
Swedish media recently picked up the discussion in the wake of the television
documentary Dödligt Spel (‘Lethal Play’) (aired on TV4 on March 3 2004). In
addition to this, a series of meta-studies (studies that draw conclusions on
the basis of previous studies) has attracted the attention of news media and
policy makers.
VIDEO GAME EFFECTS
Video games are natural teachers. Children find them highly motivating;
by virtue of their interactive nature, children are actively engaged with them;
they provide repeated practice; and they include rewards for skillful play.
These facts make it likely that video games could have large effects, some of
which are intended by game designers, and some of which may not be intended. We
review several of these intended and unintended effects below, grouped into
what could be considered “positive” and “negative” effects.
Positive
Effects
J Correlation studies have
found positive associations between gaming experience
and performance in numerous visual tasks, such
as target localization
and faster visual reaction times
J Experimental
studies have demonstrated that even as little as 10 hours of video
game play can improve spatial attention
and mental rotation
J Schools: Video
games have been successfully used to teach children and
adolescents a variety of topics,
such as reading skills, mathematics, and
biology
J Business: Video
games are often used to teach job skills to employees. For
example, Canon USA uses a video
game to train copier technicians, Volvo
uses an online game to teach car
sales employees, and the US military uses
video games to train combat skills and
increase recruitment
J Health-related
outcomes: Games have been developed to teach youth about
smoking, diabetes, and cancer. These
games have been shown to be highly
effective. For example, asthmatic
children who played the game Bronkie the
Bronchiasaurus showed significant
improvements in their knowledge about
asthma and self-care
behaviors
J Active
games, such as Dance Dance Revolution and Wii Fit can increase energy
expenditure, prolong time spent in
physical activity, and increase preference for
physical activity among players
J Exergames
have been shown to increase engagement and enjoyment. For
example, a 6-week-long training
study demonstrated that interactive videobikes
increase adherence to a training
program and attitudes toward exercise
compared with traditional bikes.
J Particularly
positive attitudes toward exergaming are found among sedentary
individuals, indicating that this may
be an effective way of increasing physical
activity in this group.
These beneficial
effects may have a range of practical applications. For example, an
early experimental study showed that Israeli Air Force cadets
trained using the game Space Fortress 2 had better subsequent flight
performance.58 As a result,
the game became a part of the training program of the Israeli Air Force. The
largest enhancements to visuospatial processing have been shown for fast-paced
action games, which also often contain violence.8 This fact illustrates the point that the effects of video games
are not simple, and a game can simultaneously have positive effects (increased
visuospatial skills) and negative effects (increased aggressive emotions, thoughts,
and behaviors).
It is a worrying
fact that American children tend to spend more than 6 hours per day watching television and playing video games,
yet almost half of preschool children do not meet recommended levels of
physical activity of at least 1 hour per day prescribed by the American Academy of Pediatrics.3,69 Given the tremendous
popularity of video games among youth, combining gaming and physical activity
may be a good strategy to increase physical activity among children and
adolescents.
Negative Effects
L Several studies have found correlations between attention problems
in childhood
and video game
play. High excitement and rapid
changes of focus that
occur in many
video games may weaken children’s abilities to maintain focus
on less exciting
tasks (eg, schoolwork) and shorten their attention spans.
L In a longitudinal study on video game use and attention problems,
video game
play predicted
children’s attention problems 13 months later, even while controlling
for other
relevant variables (earlier attention problems, television viewing,
and gender). A 3-year longitudinal study
of more than 3000 children found
evidence of a
bidirectional relation between attention problems and video
game playing, and
found a stronger relation between the amount of gaming
and later
attention problems than for the content of gaming.
L Several studies have also shown negative relations between video
game play
and cognitive
control. It seems that video games
have specific effects on
different types
of cognitive processing: they can increase visuospatial processing
skills and can also harm proactive cognitive
control
By far the
largest and best understood research domain concerns the effects of violent
video games on aggression. Findings of experimental,
correlational, and longitudinal studies confirm that video game violence can
significantly increase aggressive thoughts, emotions, and behavior over both
the short term and the long term. Although there are differing opinions about the strength of the
data, a recent comprehensive meta-analytical review examined effects of violent
video games on 6 relevant outcomes (aggressive behavior, aggressive cognition,
aggressive affect, physiological arousal, empathy, and prosocial behavior). The meta-analysis
included 136 research articles with 381 effect-size estimates
involving more than 130,000 participants. This large sample included
both published and unpublished studies from Eastern and Western cultures. The
main findings of the meta-analysis are shown in Fig. 4. Video game play had
significant effects on all 6 outcomes. Exposure to violent video games can be
seen as a causal risk factor for increased aggressive behavior, cognition, and
affect, with reduced empathy and prosocial behavior
Fig.4
Fig
.4 Effects of violent video games on
aggression and related variables (results from the
“Best raw”
sample). K, number of effects; N, total sample size. Vertical capped bars are
the
upper and lower
95% confidence intervals. (From Anderson CA, Shibuya A, Ihori N, et al.
Violent video
game effects on aggression, empathy, and prosocial behavior in Eastern
and Western
countries. Psychol Bull 2010;136:162–6; with permission.)
Evidence
influenced by games
GTA-Inspired
Cop Killing
There is little doubt that
Devin Moore’s cop-killing spree and subsequent theft of a police cruiser were
inspired by the ultraviolent video game series Grand Theft Auto. Moore took one gun from an officer, shot
three others with it, and fled the station in a police cruiser. Moore was a obsessed with the GTA series of
video games, and, once captured, he told police "Life's like a video game.
You've got to die sometime
Graph
shows that death cause by gaming
Most of the bad effects of video games are blamed on
the violence they contain. Children who
play more violent video games are more likely to have increased aggressive
thoughts, feelings, and behaviors, and decreased prosocial helping, according
to a scientific study (Anderson & Bushman, 2001). The effect of video game violence in kids is
worsened by the games’ interactive nature.
Firstly, in many games kids are rewarded for being more violent. The act
of violence is done repeatedly. The
child is in control of the violence and experiences the violence in his own
eyes (killings, kicking, stabbing and shooting). This active participation, repetition and
reward are effective tools for learning behavior. Indeed, many studies seem to indicate that
violent video games may be related to aggressive behavior (such as Anderson
& Dill, 2000; Gentile, Lynch & Walsh, 2004).
However, the evidence is not consistent and this issue is far from
settled. Many experts including Henry
Jenkins of Massachusetts Institute of Technology have noted that there is a
decreased rate of juvenile crime whch coincides with the popularity of games
such as Death Race, Mortal Kombat, Doom and Grand Theft auto. He concludes that
teenage players are able to leave the emotional effects of the game behind when
the game is over. Indeed there are
cases of teenagers who commit violent crimes who also spend great amount of
time playing video games such as those involved in the Columbine and Newport
cases. It appears that there will always be violent people, and it just so
happen that many of them also enjoy playing violent video games.
Significant
of study
Honestly I’m one of the hardcore gamer. I
really wanted to learnt more about games for example who is the excogitate of
games? And also wanted to do some research about games is more benefit to
goodness or badness. Firstly Video games are an extremely popular pastime among children and a juvenile
between the onset of puberty and maturity. Today, 90% of American children and
teens play video games.1,2 On a typical day, youth play video games for an average of 2
hours.3 Time spent playing is even
higher among some segments of the population, with 25% of young males reporting
playing video games for 4 hours a day or more.4 The rising popularity of video games has instigated a debate
among parents, researchers, video game producers, and policymakers concerning
potential harmful and helpful effects of video games on children. Views
expressed in this debate have often been extreme, either idealizing or
vilifying video games.5–7 The critics and the proponents tend to ignore research evidence
supporting the views of the opposing camps and label video games as clearly
“good” or “bad.” Are video games good or bad? Several relevant findings on the
effects of video games. The explosion in research on video games in the past 10
years has helped increase our understanding of how video games affect players. It
is clear that video games are powerful teachers that have significant effects.
Statement
of problem
ü They
didn’t realize playing can increase faster learning IQ.
ü By
playing games we can make believe
with the intent keep away from bad things such as smoking, taking drugs,
illegal racing, and vandalism.
ü They
didn’t realize by playing games can incur rage to successes.
ü By
playing games we can learnt other languages .
ü The
problem is playing games makes teenager wasting time.
ü Community
always sees playing game is a bad habit.
ü People
doesn’t realize that playing game can make people rich.
ü They didn’t
realize by get influence by games can improve to our real life events for
example
the US military uses
video
games to train combat skills and increase recruitment.
ü Sometime
playing games can increase people sociality and human knowledge.
ü Playing
game can increase leadership skill ,confidently and make people word harder to
achieve the goal and their aim.
Aim
of the objective
To
define goodness of games To
reduce violent of the games To
reduce influence by games To
reduce children for playing violent or related to sex games To
make games faster learning IQ To
not permitted games that related to sex To
incur rage for playing games to success To
increase games related to IQ To
reduce crime gaming for example ‘hacking’ To
reduce death cause of games
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Conclusion
What
is games mean for the world? In my opinion its true that sometimes games are
good for IQ such as faster learning IQ. In other hand its really bad for our memory get influenced
by the games violent and many more. And also, there is some people who might
wanted to get this games be permitted cause of death or sexual mostly by gaming but seriously they
forgotten something we also need to consider there is not all of the games are
cause of bad influence some of them are might getting help us in problem
situation because I’ve been through the time when my big brother badly sick and
my home phone are broken can’t be use and that time I were still young didn’t
have any devices such as hand phone so does as my big brother. I don’t have
any choice else then asking someone in
game to call my parent please going back to home big brother badly sick, after
my big brother safely arrive to hospital I realize something that there is goodness about playing games
and also it can be incur rage people to success. Finally we’re human can’t run from mistake and we as human begin
know which is good for us or bad and for
the parent love to playing games that have a children please aware them always to not let playing violent or under 18
games.
“games
are my life and games are my best friends but please be remember let failed at
games but please don’t failed on real life, games can be restart+countinue but
life hardly or never”
Reference
http://www.raisesmartkid.com/3-to-6-years-old/4-articles/34-the-good-and-bad-effects-of-video-games
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