Video games were first introduced in the 1970s and rapidly became popular among children, leading to concerns among adults regarding their potential negative influence. Initially, studies on the impact of video games did not yield definitive conclusions. Nevertheless, with the surge in sales during the late 1980s following Nintendo’s system introduction, there has been a renewed focus on investigating the effects of these games.
While some studies suggest that video games can affect the physical health of certain children, such as by causing seizures or impacting heart rate and blood pressure, these negative effects are typically temporary or only affect a small group of players. Conversely, research has demonstrated that there are benefits linked to using video games for creative and social purposes, including their use in physical rehabilitation and oncology (Funk, 1993). Advocates of video games contend that they offer an accessible means for children to learn about computers while improving their hand-eye coordination and attention to detail.
Recent research on children’s television habits has investigated the duration of time spent both watching TV and playing video games. The study findings indicate that in 1967, sixth-graders devoted an average of 2.8 hours per day to watching TV. However, by 1983, this amount had risen to 4.7 hours per day, with additional time allocated for playing video games.
According to a study conducted by Funk (1993), 357 seventh and eighth grade students were surveyed to analyze their gaming habits. Participants were asked to choose their favorite genre from five options of video games. The results showed that around 32% of the subjects selected games with fantasy violence, while more than 29% preferred sports games, some of which had violent elements. Approximately 20% expressed a liking for games with a general entertainment theme, whereas 17% favored games involving human violence. A small percentage, less than 2%, indicated a preference for educational games.
The study discovered that male students had different video game playing habits at home. About 36% of males played for 1 to 2 hours per week, while 29% played for 3 to 6 hours. Additionally, 12% of males did not play at all. In contrast, female students had approximately 42% playing for 1 to 2 hours per week and 15% playing for 3 to 6 hours. Surprisingly, almost37% of female students did not participate in any video game activity. The remaining subjects spent more than six hours per week playing.
Furthermore, the findings revealed that when it came to arcades, only16% of females played for one to two hours weekly compared to38% of males who did so. Moreover, a larger percentage (81%) of females chose not to play video games in arcades as opposed to males (53%).
The National Coalition on Television Violence (NCTV) has created a rating system for video games, derived from their efforts in rating television violence. The NCTV system includes ratings such as XUnfit and XV (representing highly violent content), as well as PG and G ratings. In 1989, the NCTV conducted a survey on 176 Nintendo video games during the period between summer and Christmas. According to the results, 11.4% of the games were rated as XUnfit, while XV and RV ratings were assigned to 44.3% and 15.3% of the games respectively. Additionally, approximately 20% of the games received either a PG or G rating (NCTV, 1990).
The Sega company, known for producing video games, has created a rating system to classify its games as suitable for general, mature, or adult audiences. Sega hopes that this system will be implemented by the entire video game industry. In contrast, the Nintendo Company rates its games based on guidelines inspired by the Motion Picture Association of America’s rating system.
The subjective nature of violence poses a challenge for those assessing its portrayal in television and video games. To better gauge antisocial violence, evaluators have attempted to categorize violent acts according to severity, consider the surrounding circumstances, and analyze whether the overall message condones or condemns violence. However, contextual analysis is frequently lacking in video games. The actions of game characters leave no room for ambiguity, and players seldom need to consider or decide based on context (Provenzo, 1992).
The NCTV has noted a consistent rise in the quantity of video games containing violent content. According to their report, the proportion of games categorized as highly violent increased from 53% in 1985 to 82% in 1988 (NCTV, 1990). A survey conducted in 1988 found that game creators were selecting more aggressive titles for their games. Additionally, another survey revealed that out of the top-rated Nintendo video games, violence was a central theme in 40 out of the total 47.
Research conducted on children’s exposure to video games has revealed that playing video games has more positive effects on children compared to watching television. In 1983, a conference held at Harvard University and sponsored by Atari presented initial data indicating no negative effects. However, recent studies have started to establish a correlation between children who play violent video games and the display of aggressive behavior later in life. A review of research conducted by NCTV in 1990 found that out of the 12 studies examining the impact of violent video games on normal children and adolescents, 9 reported harmful effects. Although there is no direct link between severe psychological disorders and playing video games, research suggests a temporary relationship between playing violent games and an increase in aggressive behavior among younger children (Funk, 1993).
According to research, both watching violent television programs and playing violent video games can have similar effects on children. Several studies show that exposure to violent television can cause individuals’ aggressive behavior to increase by 3% to 15%, according to researchers. The American Psychological Association’s 1993 report also supports the idea of a link between viewing violence and aggression (Clark, 1993).
The impact of various attributes of video games
Some adults argue that video games have advantages over television, according to certain mental health professionals. They believe that playing video games can help children develop skills they might not otherwise acquire. However, other experts suggest that participating in violent actions within video games could increase children’s susceptibility to aggression compared to simply watching violence on TV. These experts theorize that the more children engage in violent acts while gaming, the more likely they are to display violent behavior (Clark, 1993). Educators acknowledge that video games allow for some level of creative interaction but claim that this interaction is limited when compared to activities like creative writing (Provenzo, 1992).
According to critics, one issue with video games is their focus on individual action rather than cooperation. In these games, an anonymous character typically engages in aggressive behavior against another anonymous enemy. Provenzo’s (1992) investigation found that the top 10 Nintendo video games all centered around an individual confronting an evil force independently. The world of video games lacks a sense of community and only has a limited number of players who collaborate as a team. Moreover, multiplayer gameplay is not widely available in most video games.
The portrayal of gender roles in video games can affect children’s perception. Nintendo games often depict women as passive and sometimes victims, rather than active initiators. A 1992 study by Provenzo revealed that the covers of the top 47 Nintendo games featured a total of 115 male characters and only 9 female characters. Of these characters, 20 males were shown in dominant positions, while none of the females were. Additionally, thirteen out of the 47 games centered around a storyline where a woman is either kidnapped or in need of rescue.
Research has found that males tend to play video games more often than females. As a result, television show producers and video game manufacturers may cater to this demographic by creating violent content. This demand for violence may not stem from an inherent desire for violence among males, but rather their search for strong role models, which they find in these shows and games (Clark, 1993).
Due to inconclusive research, it is important to have conservative recommendations when it comes to video games. According to Jeanne Funk (1993), there should be a ban on video games.
Limiting children’s playing time and monitoring the games they choose, based on their developmental level and content, is not in their best interests. Parental involvement is crucial, just as it is important to manage television privileges. Additionally, parents and professionals should explore innovative approaches to promote positive social behavior, education, and enjoyment in games. This will help make them more widely accepted, popular, and easily accessible (p.89).
REFERENCES
Clark, C.S. (1993). TV Violence. CQ Researcher 3(12, Mar26):
167-187
De Franco, E.B. (1989). Are Your Kids Too Tuned In? PTA Today,
May): 18-19. EJ 414 201.
Funk, J.B. (1993). Re-evaluating the Impact of Video Games. Clinical Pediatrics 32 (2, Feb): 86-90. PS 521 243.
Kubey, R. and Larson, R. (1990) conducted a study on the use and experience of new video media among children and young adolescents.
The article “Communication Research 17(1): 107-130. EJ 406 646” is available, as well as a news report from the National Coalition on Television Violence titled “Nintendo Tainted by Extreme Violence” in NCTV News 11(1-2, Feb-Mar): 1, 3-4.
The citation for the article “The Video Generation” by Provenzo, E.F., Jr. in the American School Board Journal is provided. The article is from volume 179, issue 3, published in March, and can be found on pages 29-32. The document number given is EJ 441 136.
