Gaming Evil: Sex & Violence essay (1998)

[prankster101]

www.godsavetheaz.com

video games have often been described as being “the nightmare before Christmas” (Senator Lieberman - Edge #46) and their ensuing popularity has resulted in them being dubbed as the “marriage of television and the computer” (H Gardner ‘When television marries computer’).

Whilst only being established for 25 years (Nolan Bushnell invented video games by creating Pong, way back in the year 1972), video games have undoubtedly been accepted as an integral part of our culture and this can be supported by the evidence that in 1994, 40% of US consumers owned a Video game system (Edge #11). However, despite the commercial success of video games, many moral guardians are sceptical as to the implications which this medium brings. As a result, many have argued that video games are pathological. Indeed, the President of the Glendale Council of Parent-Teacher Associations once commented that “video games remind me of smoking. Smoking doesn’t do us any bit of good. We don’t depend on it to live. And yet it’s addictive and its expensive, and that is what these games are….. There are kids in there that really cannot stay away from them” (Mind and Media).

I personally don’t believe that the portrayal of violence and sex can alone attract the attention of children. There are many factors and like the subject of sociology itself, no clear solutions. It’s true that I have based my Context on my experiences and personal beliefs (this may be a disadvantage as I’m influencing the nature of this Context. This is known as ‘reflexivity’), however I’m sure that this is the most appropriate manner in which I can express the attraction which video games pose for young males.

The problems associated with writing this Context are many. Due to the lack of appropriate sociological studies, I will be forced to use psychological studies in order to accomplish my objective. This approach may be problematic as I’m aware that psychologists often fail to understand the social impact which video games have upon society. I also have been forced to derive my sources from numerous members of the videogaming industry, as well as being forced to manipulate many existing studies based on other aspects of sociology.

According to Ken Parsons, video games have often been criticised for being addictive (Evening Standard 18/09/97) and this it’s argued, is mainly due to increasing market competition. As the industry expands and the stakes get higher (excluding other financial costs such as marketing and license fees, the average cost for developing a game in 1995 was £140,000 - Edge #24), game developers are being forced to create “better” games (video gamers would support this industry movement as they argue that addictiveness is an integral aspect of game design) in order for the game product to generate maximum sales and a profit.

But there is great concern as to the amount of time teenagers invest in playing video games. Although Video game machines are used for recreational purposes, many sociologists however are profoundly worried as to the social implications which this technological medium represents. Many parents and teachers, complaining that teenagers spend far too much time playing computer games and not enough time doing their homework, argue that “some children are playing computer games for up to 30 hours a week” (Dr Ken Parsons -Evening Standard 18/09/97). Whilst this is an extreme example, it is however a harrowing image of contemporary society. As a result, many fear that we are producing a generation of “cathode-ray junkies”.

In contrast to what the Dr Ken Parsons believes, Edna Mitchell (1983) discovered that video games were not addictive. In her study, 20 Californian families kept diaries for a week each month for 5 months after getting a Video game console. If games were addictive, this should have coincided with the fact that the consoles were on for long duration’s of time. Yet, Mitchell discovered that the video games console was used for an average of 42 minutes every day per family. This hardly accounts for addictive behaviour, especially when compared to other technological mediums such as TV, for which conservative estimates (in the US) put pre-school children for spending 2.5 hours watching TV every day.

Despite what Mitchell believes, Functionalists would condemn the medium of video games. Durkheim would argue that the role of schools is to teach skills (a secondary socialisation agent) to members of society in order for them to live in society. Because children are spending too much time on video games and not enough time on their schoolwork, Durkheim would argue that these young people would not be able to learn the skills to live in society. Therefore, video games are seen to promote disequilibrium.

However, it can be argued that video games are a legitimate form of education. Indeed, various studies have been done by the Laboratory of Comparative Human Cognition which prove that learning-disabled children find video games to be a better educational tool than education itself (“A Model System for the Study of Learning Difficulties,” Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 1982, 4, 39-66, p. 57).

Liberals such as Illich would also disagree with the functionalists. Unlike functionalists (who argue that the role of education is to teach individuals to know their place and to ‘sit in it’ i.e. conformity is stressed as being vital for a healthy society), they believe that schools are repressive institutions in which pupils are brainwashed and smothered of their creativity by the hidden curriculum, thus becoming institutionalised.

Consequently, liberals would argue that education should be a liberating experience in which it promotes the interests and talents of the individuals to the full. Indeed, Illich would see video games in a positive light as they help to promote certain skills and psyche.

This clearly contrasts with the functionalist perspective on video games. video games, it can be argued, teach key skills which are seen as being beneficial in adult life. Indeed, much research has been done in this area to investigate what the positive effects video games have on young people (Dr Mark Griffiths has spent 3 years studying video games - Edge #46). Whilst video games have often been accused of being mindless, they however incorporate various levels of complexity which in turn test the video gamer’s abilities. Consequently, they would be seen as being responsible for the development of sensorimotor skills such as eye-hand co-ordination. Whilst this is important in many situations, according to Piaget’s theory sensorimotor skills are the foundation for later stages of cognitive development. (mental process by which the mind becomes aware of things). These cognitive abilities which are developed whilst playing video games are parallel processing (the ability to take in information from several sources simultaneously), and spatial skills (the ability to co-ordinate visual information coming from multiple perspectives).

Consequently, Patricia Greenfield (1981) conducted a study to investigate whether spatial skills could be developed whilst playing video games. In it, she observed that whilst almost every child who attended the computer camp came equipped with a Rubik’s cube, some of the campers had computer experience whilst others did not. But virtually all of them were experienced video gamers. Whilst they all possessed a Rubik’s cube (as many children did at the time), the majority of the campers could solve the cube, some with amazing speed. Indeed, there were regular contests at the computer camp to see who could solve the cube with the most speed. As a result, Greenfield concluded that these campers had more interest and skill with the cube than would have been found in non-video gamers. Spatial skills were obviously developed whilst using video games and the Rubik’s cube.

Other skills which video games develop are a flexibility and orientation towards individual achievement (T M Kahn ‘An Analysis of Strategic Thinking using a Computer-Based Game’), an increase in curiosity, the integration of interacting variables, problem solving, and creative thinking.

Indeed, the video games industry is always on the lookout for fresh talent who has plenty of imagination and can be creative. However, it is mostly populated by enthusiasts who tend to recruit people with similar tastes. With a starting salary of around $50,000, the video games industry forms a very attractive proposition for the video gamer.

[prankster101]

The rest of the essay can be found on my upcoming website (www.godsavetheaz.com).

And yes! I am indeed THE prankster101

Can I have my account reinstated at rllmukforum?

Thanks

[miffy495]

Nice article. Really, you're preaching to the choir here. The problem with articles like this is that only people who already play games and love them end up reading them. Good work, now get the people who need to read it to do so!

[Steve]

did you just post a school paper on the forums, THE prankster101?