Positive influence of video games on young people
Introduction
According to the SAR, a video game is an electronic device that allows, by appropriate controls, simulate games on the screens of a television, a computer or other electronic device.
Burgun (video game designer) defined that a video game is a system of rules where participants compete making ambitious decisions, in addition to the opponents should not necessarily be human, since one can be a person while the other player can be the computer using artificial intelligence.
Video games are part of the daily life of anyone familiar with a computer, a console or a cell phone. With the massification of entertainment, software and hardware also diversified and, at present, the range of genres in the production of games for video consoles, computers and mobiles is as significant as diverse.
Throughout the years there has been talk of the aggressiveness that video games can cause mostly in children, however there are also benefits about the use of these as a recreational activity.
Developing
A good part of videogame studies are undertaken from communication, anthropology, psychology and pedagogy, with approaches as diverse as average, leisure and human game, sociopathic and social behaviors. Videogames such as Second Life or League of Legends group about 25 million daily, simultaneous and interactive players in a persistent digital reality, since they not only listen, not only see, they also organize, explore, discuss, live and create communities. A challenge for media studies. Part of the problems of this current of new media to define video games is found in the approaches of narration and gameplay. The video game is understood as a recreational activity of the human being in which in these approaches the positive effects on the moods of the players, their relaxing and therapeutic effects are highlighted.
The video game as a field of interaction of violent behaviors, sociopathic behaviors, sexist orientations, generator of stereotypes and addictions has been widely addressed in various studies, in particular, the studies of Anderson and Bushman (2001) which developed the “general model of the aggression ”currently used to measure the cognitive, affective and physiological impact of the violent contents of video games on the players and thus determine their category and censorship.
For their part, for pedagogy studies, video games are tools that allow people to develop cognitive skills that facilitate learning. The research of WAI and Lubinski about the improvement of reasoning capacities and the development of skills to solve everyday problems stands out. We also find the studies of Vélez and Ewoldsen on the development of critical thinking, management capacity and interpersonal relationships that are associated with strategy and role video games.
The specific benefits are of a wide variety such as a better eye-man coordination. According to one of those studies, people who played action video games made decisions 25 percent faster than others without sacrificing precision. In fact, other scientists have found that the most skilled players can make decisions and act according to them up to six times in a second, or four times faster than most people.
Other studies show that video games can improve skills such as problem solving, inductive reasoning, patterns recognition, estimates precision, resource management efficiency, fast thinking or more acute memory, a Longitudinal study carried out for three years with children between 10 and 14 years. In contrast, the use of mobile phones, internet or computers for other purposes had no effect on creativity, according to scientists’ conclusions.
conclusion
It should be noted that video games are not an expense of time or money, in addition to the entertainment that can deliver us, it can also help people to remove daily stress and bad mood (as it does with me), increase cognitive skills and in Coordination, also a social tool that is explored deeply can help all types of people.
We must recognize in the video game has enormous potential to influence children and adolescents, network communities and, in general, in the new generations that not only listen, not only see, they also organize, explore and discuss them about them.
Bibliography
- Royal Spanish Academy (2018) https: // dle.RAE.it is/?id = bmnbnu7
- Keith Burgun (2013), Wai and Lubinski (2015) "Game Design Theory"
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