Didiano 1 Dylan Didiano Dr. Alexandra Bal MPM 107-021 5 November 2012 Youthful Thinking: Balance and Ethics in Video Games New media is constantly changing, as it is never a concrete thing. Any form of communicating or displaying content through a digital realm is considered new media. This can include something broad such as the Internet as a whole or something much more small scale such as an Instagram photo. Another great example of new media can be video games. Today’s pop culture plays a huge role in the development of youth in North America, Europe, and other continents of the world that film, music, and video games are found abundant. In particular, video games have become part of the youth culture around the world. This is not to say that every child plays video games, because that is definitely not the case, but it is arguable that most children play or have played video games, at least the ones that have the medium available to them. With that said, over the past decade or so there has been a lot of controversy as to whether violent video games are harmful to the development of children and if these types of games influence violence at a young age. Violent video games such as Grand Theft Auto or Saints Row are highly popular and have sold millions of copies worldwide. Now although these video games are not available to youth directly from the stores due to the ESRB ratings that prevent them from purchasing such games, once they are brought into the home environment by someone who is of age to Didiano 2 purchase it, there is no stopping the youth from playing these violent games. However, various scientific studies about video games have concluded that there is indeed a connection between the aggression and violence in youth and their exposure to video game violence, but none of the studies succeeded to prove that violent video game exposure causes violence or influences violence in the long term (Parks, 2009). The highly controversial debate about whether video games are helpful or harmful to the youth of this century can be easily won or lost by both sides. There is enough evident information that has been researched by both sides of the debate to argue that video games can either be beneficial or harmful to adolescents. It is ironic how both the critics and the backers are technically correct about the effects of video games. Depending on your perspective and how you look at it, video games can be harmful or beneficial to youth. The problem with the debate is that nobody really looks at both sides of the argument; instead they give relevant information and research that relates to their side. This usually ends up making their argument biased and hence not relevant. “The existing research suggests that there are at least 5 dimensions on which video games can affect players: the amount of play, the content of play, the game context, the structure of the game, and the mechanics of game play.” (Gentile, 2011) Through his article, The Multiple Dimensions of Video Game Effects, Douglas A. Gentile describes the 5 dimensions on which video games can affect players, specifically youth and supports his argument with scientific evidence that incorporates both sides of the debate rather than just being a biased, one-sided opinion. Didiano 3 It is often assumed that video games are a powerful influence to the aggression of youth, however, most people view this matter with only one perspective and don’t take into consideration that there are numerous amounts of genres and even within genres, every single game is unique in its own way. On top of all the differences pertaining to the games themselves, there are also differences in players; people play games for different reasons. For example, some may play violent games to kill and destroy in order to get things off their mind or some may play a sports game to experience that sport digitally because they cannot in reality due to a medical problem. The point is that circumstances revolved around playing video games are virtually infinite, making it almost impossible to prove that all violent video games cause aggression and violent actions. Karen E. Dill and Jody C. Dill’s article, VIDEO GAME VIOLENCE: A REVIEW OF THE EMPIRICAL LITERATURE, explains and analyzes the relationship between youth playing violent video games and the occurrence of aggression and violence in an abundance of adolescence. In relation to Nancy S Parks’ article, Violence, Video Games, and the Serious Game Movement, Douglas A. Gentile and Karen E. Dill and Jody C. Dill both argue about whether or not video games are healthy for young people. Gentile is more focused on providing a balanced, unbiased opinion into the debate by looking at both perspectives. The Dills, on the other hand, are doing the same thing but they are doing it in a different way by looking at all of the possibilities that may be present when people play video games. Rather than Parks, Gentile is neither a critic or a supporter of video game violence because he is explaining both the pros and cons that video games have to offer. He is not focusing on violent video games alone, Didiano 4 however, he is including the fact that they exist and are very popular especially within the youth cultures of today. Overall, the question as to whether video games are harmful or helpful to youth will always be a debate based on perspective. In order for an unbiased point to be made, one has to take into consideration different circumstances and consequences. “A great example of this would be a 12-year old boy who spends a lot of time playing Grand Theft Auto: • Because he spends a lot of time playing, we might predict poorer school performance. • Because of the violent content, we might predict increased aggressive thoughts, feelings, and, ultimately, behaviors. • If he plays with other friends online, this might enhance (or mitigate) the violence effect and could train teamwork skills. • Because it is both a shooting and driving game, we might predict improved 2D to 3D transfer skills and improved visual attention skills. • If he plays with a joystick, we might predict improved joystick skills (and perhaps improved hand–eye coordination).” (Gentile, 2011) The real problem lies within the hands of the developers of these video games. Game developers need to start considering circumstances and consequences like the above mentioned and begin to create games that will incorporate that will encourage critical engagement with real world issues and problems, including forms of violence (Parks, 2009). Although the game developers can control this, they don’t Didiano 5 always have a choice when it comes to making ethical or educational games. Unfortunately some games, such as the Call of Duty series, are made solely for the purpose of competition and money making. These game developers do not care about ethical gameplay or helping the youth learn. The only thing they care about is making an addicting game that everyone, including young children, will buy. The fact is that these violent, cash-cow video games will always be around because they keep the industry growing and strong financially. Although this is the case, there needs to be a balance between these violent games and ethical or learning-based games. “All video games are not created equal. Some video games can promote learning of new information and skills in positive ways. These games have the potential to engender a new excitement about learning. Video games can be engaging, challenging, and can offer an excellent forum for self-guided learning. For example, the video game Myst was designed specifically to be nonviolent. This game hones problem-solving skills and promotes self-efficacy for exploration and discovery. A discussion of research into the more positive side of video games follows.” (Karen E. Dill and Jody C. Dill, 1998) The bottom line is that video games, like everything else in the world, need balance. There needs to be a consistent balance between the male-oriented, money making, competitive online first-person shooter games and the ethical, mind-crunching, high educational value games. With this in mind, think about the video game industry as a foundation for the youth of today. Although this is true, the developers can only be blamed to a certain extent. Parents and guardians of these young children should Didiano 6 also be aware of the effects that some games can have on children; the ESRB rating is there for a reason and should not be overlooked so often. If the above mention can be addressed by both the gaming industry and parents of young gamers, then the problem of video games being harmful to children can be averted more often. Didiano 7 Works Cited Dill, Karen E., and Jody C. Dill. "VIDEO GAME VIOLENCE: A REVIEW OF THE EMPIRICAL LITERATURE." Aggression and Violent Behavior, A Review Journal 3.4 (1998): 407-28. Web. 5 Nov. 2012. <http://journals2.scholarsportal.info.ezproxy.lib.ryerson.ca/details sfx.xqy?uri=/13591789/v03i0004/407_vgv.xml>. Gentile, Douglas A. "The Multiple Dimensions of Video Game Effects." Child Development Perspectives 5.2 (2011): 75-81. Web. 5 Nov. 2012. <http://onlinelibrary.wiley.com.ezproxy.lib.ryerson.ca/doi/10.1111/j.1750 8606.2011.00159.x/full>. Parks, Nancy S. "Violence, Video Games, and the Serious Game Movement." Journal of Cultural Research in Art Education 27 (2009): 82-93. Web. 5 Nov. 2012. <http://search.proquest.com.ezproxy.lib.ryerson.ca/docview/1037025469>.