The second way is that individuals, specifically children can become desensitized to violence. This is because, daily exposure to violence may make one lose their emotional impact on them. Apparently, when one becomes emotionally numb, it becomes easier for them to engage in violence (Harding).
The General Aggression Model
This is a model that attempts to explain both the development of aggression an individual differences in susceptibility to the influence of video games that are violent, (Kooijmans). This model operates on the theory that both situational and person logical variables interact to affect a person's internal state that comprises of cognition or thoughts, affects or feelings and arousal or physical. These aspects influence each other and they all affect a person's interpretation of an act that is aggressive. Once the brain completes its interpretation, a process for making decisions starts taking place. This model states that violent video games have long-term and short-term effects on the users. Short-term effects have been observed while the long-term effects are just hypothetical (King, Delfabbro and Griffiths 103). The short-term effects include situational variable, causing an increase in aggressive cognitions, affects and arousal. The study on the long-term effects of video games are hypothetical as the research that is being carried out is ultimately new. Hypothesized effects of violent video games include promoting aggressive beliefs and attitudes thus creating an aggressive schema, aggressive behavioral scripts and aggressive expectations.
The formulation of this model shows how complicated an issue the relationship between violence, video games and aggression. Those who are high on factors like hostility are much more at risk to become more aggressive as a result of the influence of violent video games. People who have low hostility have been shown to have no change in their aggression levels when they are influenced by playing video games that are violent (Funk et al. 241). The formulation of the GAM helps greatly in understanding the complex relationship between aggression and violent games. The amounts of biological and physical changes that occur during puberty can affect the processes that occur within the GAM. The processes, which are already in place at adolescence, are usually at this time still influenced by their current environment. Adolescence is usually a stage that is characterized with an increase in aggression and this aggression combined with exposure to violent media reinforces and increases aggressive cognition, affects and arousal. This has a negative effect on the internal environment of the individual which leads to increased aggression, (Kooijmans). This exposure and at the stage of adolescence the individual is in determines the level of aggression they express. This means, the exposure at early adolescence exhibits higher levels of aggression as compared to the exposure during mid and late adolescence.
Intellectual ability and scholastic ability
According to Sakamoto, video games have many features that are attractive to children and can stimulate educational performance that is improved in learners as well as children (Sakamoto 2). Traits that can stimulate improvement in educational performance include attractiveness, motivation, active engagement, challenges, data handling capabilities and enabling learning by doing. If these characteristics were added to ordinary classroom teaching, students would be more enthusiastic to study. By introducing games to classes, learning would be made more effective. Conventional classes do not offer challenging, vivid and complex features as the circumstances and content that is offered in video games. On top of this, video games offer educational attributes like the functions for enhancing self-feedback, personalization and learning that are collaborative (Sakamoto, 2).
Videogames, according to Sakamoto, have various instructional functions that promote educational performance in learners. Some games show models for living and as a result they have a modeling function to the models who may imitate the behavior that is shown in the model. The games have attractive visualizing functions for complex phenomena. Performances in the game can be objectively observed and thus Meta cognition in learners can be observed. They offer intellectual and affective knowledge of results that correspond to the behavior of the learners. This is important in that it offers a kind of reward to reinforcement of appropriate behavioral components. With the rehearsal components of the games, repetition helps in the achievement of educational and training goals (Sakamoto 2). Due to video games having many aspects of educational...
Methodology The methodology that will be employed in this study will be a desk survey of existing studies. The data complied by the studies will be analyzed, as will be the processes and methodology used in those studies. The data compilation and yield will be discussed in comparison between studies, and an attempt will be made to take the information and use it in an overall presentation that shows that the
It would seem that on the basis of the causation rationale that age restrictions on violent video game content is no more logically justified than other types of overly broad restrictions (Olson, 2004). In the 1950s, several instances occurred where young children watching the original Superman television series fell to their deaths after trying to emulate the star character's leaping takeoff from high-rise building windows. The series was not cancelled
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There is plenty of anecdotal evidence to support this theory -- several prominent school shootings have been ostensibly linked to video game playing -- but real scientific evidence is also emerging that suggests a more subtle but similar effect. In one study, college-age participants who had spent time playing Wolfenstein 3D, a first person shooter computer game, "punished" their opponents by subjecting them to loud noises of high intensity more
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