essay importance of video games

Essay on Video Games

Students are often asked to write an essay on Video Games in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Video Games

Introduction.

Video games are interactive digital entertainment platforms. They are played on devices like computers, consoles, or mobiles.

Types of Video Games

There are many types of video games. Some are educational, others are adventure-based or sports-themed.

Benefits of Video Games

Video games can improve hand-eye coordination, problem-solving skills, and strategic thinking. They can also be a fun way to relax.

Drawbacks of Video Games

Excessive gaming can lead to health issues like eye strain and lack of physical activity. It can also impact social skills if not balanced with real-world interactions.

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250 Words Essay on Video Games

Video games, a form of interactive entertainment, have evolved dramatically from their rudimentary origins in the 1970s. They have penetrated almost every aspect of modern society, becoming a significant part of our culture and a powerful force in the entertainment industry.

The Evolution of Video Games

In their inception, video games were straightforward, consisting of basic graphics and gameplay. However, as technology advanced, so did the complexity and visual appeal of these games. Today, video games are immersive experiences, boasting high-definition graphics, complex narratives, and intricate gameplay mechanics.

The Impact on Society

Video games have a profound impact on society. They have transformed how we spend our leisure time, and have even created new professions, such as professional e-sports players and game developers. In addition, video games have educational potential, as they can develop problem-solving and strategic thinking skills.

Controversies and Criticisms

Despite their popularity, video games have attracted controversy. Critics argue that they promote violence, addiction, and social isolation. However, research on these issues remains inconclusive, and many argue that the benefits of video games outweigh potential negatives.

500 Words Essay on Video Games

Video games, a form of digital entertainment that has dramatically evolved over the past few decades, have become a significant part of contemporary culture. They offer a unique blend of interactive storytelling, art, and technology, engaging players in a way that no other medium can. Video games are more than just a pastime; they are a platform for expression, learning, and innovation.

The history of video games is a testament to the incredible technological advancements of the late 20th and early 21st centuries. From the rudimentary pixel graphics of the 1970s to today’s immersive virtual reality experiences, video games have continuously pushed the boundaries of what is technologically possible. They have transformed from simple, solitary experiences into complex, social phenomena, connecting people from all walks of life.

The Impact of Video Games

The benefits and concerns.

Despite the criticisms often associated with video gaming, such as addiction and violence, numerous studies have highlighted the potential benefits. Video games can improve cognitive skills, such as problem-solving and spatial awareness, and can also foster social interaction and cooperation when played in groups. They can serve as therapeutic tools, helping to manage conditions like anxiety and depression. However, it is essential to maintain a balanced perspective, acknowledging the potential risks and promoting responsible gaming.

The Future of Video Games

The future of video games is as exciting as it is unpredictable. With emerging technologies like virtual and augmented reality, artificial intelligence, and cloud gaming, the possibilities for innovation are limitless. Video games are poised to become even more immersive, interactive, and personalized, offering experiences that were once the stuff of science fiction.

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The illuminating benefits of video games

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Does Video Gaming Have Impacts on the Brain: Evidence from a Systematic Review

Denilson brilliant t..

1 Department of Biomedicine, Indonesia International Institute for Life Sciences (i3L), East Jakarta 13210, Indonesia

2 Smart Ageing Research Center (SARC), Tohoku University, Sendai 980-8575, Japan; pj.ca.ukohot@iur (R.N.); pj.ca.ukohot@atuyr (R.K.)

3 Department of Cognitive Health Science, Institute of Development, Aging and Cancer (IDAC), Tohoku University, Sendai 980-8575, Japan

Ryuta Kawashima

4 Department of Functional Brain Imaging, Institute of Development, Aging and Cancer (IDAC), Tohoku University, Sendai 980-8575, Japan

Video gaming, the experience of playing electronic games, has shown several benefits for human health. Recently, numerous video gaming studies showed beneficial effects on cognition and the brain. A systematic review of video gaming has been published. However, the previous systematic review has several differences to this systematic review. This systematic review evaluates the beneficial effects of video gaming on neuroplasticity specifically on intervention studies. Literature research was conducted from randomized controlled trials in PubMed and Google Scholar published after 2000. A systematic review was written instead of a meta-analytic review because of variations among participants, video games, and outcomes. Nine scientific articles were eligible for the review. Overall, the eligible articles showed fair quality according to Delphi Criteria. Video gaming affects the brain structure and function depending on how the game is played. The game genres examined were 3D adventure, first-person shooting (FPS), puzzle, rhythm dance, and strategy. The total training durations were 16–90 h. Results of this systematic review demonstrated that video gaming can be beneficial to the brain. However, the beneficial effects vary among video game types.

1. Introduction

Video gaming refers to the experience of playing electronic games, which vary from action to passive games, presenting a player with physical and mental challenges. The motivation to play video games might derive from the experience of autonomy or competing with others, which can explain why video gaming is pleasurable and addictive [ 1 ].

Video games can act as “teachers” depending on the game purpose [ 2 ]. Video gaming has varying effects depending on the game genre. For instance, an active video game can improve physical fitness [ 3 , 4 , 5 , 6 ], whereas social video games can improve social behavior [ 7 , 8 , 9 ]. The most interesting results show that playing video games can change cognition and the brain [ 10 , 11 , 12 , 13 ].

Earlier studies have demonstrated that playing video games can benefit cognition. Cross-sectional and longitudinal studies have demonstrated that the experience of video gaming is associated with better cognitive function, specifically in terms of visual attention and short-term memory [ 14 ], reaction time [ 15 ], and working memory [ 16 ]. Additionally, some randomized controlled studies show positive effects of video gaming interventions on cognition [ 17 , 18 ]. Recent meta-analytical studies have also supported the positive effects of video gaming on cognition [ 10 , 11 , 12 , 13 ]. These studies demonstrate that playing video games does provide cognitive benefits.

The effects of video gaming intervention are ever more widely discussed among scientists [ 13 ]. A review of the results and methodological quality of recently published intervention studies must be done. One systematic review of video gaming and neural correlates has been reported [ 19 ]. However, the technique of neuroimaging of the reviewed studies was not specific. This systematic review reviewed only magnetic resonance imaging (MRI) studies in contrast to the previous systematic review to focus on neuroplasticity effect. Neuroplasticity is capability of the brain that accommodates adaptation for learning, memorizing, and recovery purposes [ 19 ]. In normal adaptation, the brain is adapting to learn, remember, forget, and repair itself. Recent studies using MRI for brain imaging techniques have demonstrated neuroplasticity effects after an intervention, which include cognitive, exercise, and music training on the grey matter [ 20 , 21 , 22 , 23 , 24 ] and white matter [ 25 , 26 , 27 , 28 , 29 ]. However, the molecular mechanisms of the grey and white matter change remain inconclusive. The proposed mechanisms for the grey matter change are neurogenesis, gliogenesis, synaptogenesis, and angiogenesis, whereas those for white matter change are myelin modeling and formation, fiber organization, and angiogenesis [ 30 ]. Recent studies using MRI technique for brain imaging have demonstrated video gaming effects on neuroplasticity. Earlier imaging studies using cross-sectional and longitudinal methods have shown that playing video games affects the brain structure by changing the grey matter [ 31 , 32 , 33 ], white matter [ 34 , 35 ], and functional connectivity [ 36 , 37 , 38 , 39 ]. Additionally, a few intervention studies have demonstrated that playing video games changed brain structure and functions [ 40 , 41 , 42 , 43 ].

The earlier review also found a link between neural correlates of video gaming and cognitive function [ 19 ]. However, that review used both experimental and correlational studies and included non-healthy participants, which contrasts to this review. The differences between this and the previous review are presented in Table 1 . This review assesses only experimental studies conducted of healthy participants. Additionally, the cross-sectional and longitudinal studies merely showed an association between video gaming experiences and the brain, showing direct effects of playing video games in the brain is difficult. Therefore, this systematic review specifically examined intervention studies. This review is more specific as it reviews intervention and MRI studies on healthy participants. The purposes of this systematic review are therefore to evaluate the beneficial effects of video gaming and to assess the methodological quality of recent video gaming intervention studies.

Differences between previous review and current review.

CT, computed tomography; fMRI, functional magnetic resonance imaging; MEG, magnetoencephalography MRI, magnetic resonance imaging; PET, positron emission tomography; SPECT, single photon emission computed tomography; tDCS, transcranial direct current stimulation; EEG, electroencephalography; NIRS, near-infrared spectroscopy.

2. Materials and Methods

2.1. search strategy.

This systematic review was designed in accordance with the PRISMA checklist [ 44 ] shown in Appendix Table A1 . A literature search was conducted using PubMed and Google Scholar to identify relevant studies. The keywords used for the literature search were combinations of “video game”, “video gaming”, “game”, “action video game”, “video game training”, “training”, “play”, “playing”, “MRI”, “cognitive”, “cognition”, “executive function”, and “randomized control trial”.

2.2. Inclusion and Exclusion Criteria

The primary inclusion criteria were randomized controlled trial study, video game interaction, and MRI/fMRI analysis. Studies that qualified with only one or two primary inclusions were not included. Review papers and experimental protocols were also not included. The secondary inclusion criteria were publishing after 2000 and published in English. Excluded were duration of less than 4 weeks or unspecified length intervention or combination intervention. Also excluded were studies of cognition-based games, and studies of participants with psychiatric, cognitive, neurological, and medical disorders.

2.3. Quality Assessment

Each of the quality studies was assessed using Delphi criteria [ 45 ] with several additional elements [ 46 ]: details of allocation methods, adequate descriptions of control and training groups, statistical comparisons between control and training groups, and dropout reports. The respective total scores (max = 12) are shown in Table 3. The quality assessment also includes assessment for risk of bias, which is shown in criteria numbers 1, 2, 5, 6, 7, 9, and 12.

2.4. Statistical Analysis

Instead of a meta-analysis study, a systematic review of the video game training/video gaming and the effects was conducted because of the variation in ranges of participant age, video game genre, control type, MRI and statistical analysis, and training outcomes. Therefore, the quality, inclusion and exclusion, control, treatment, game title, participants, training period, and MRI analysis and specification of the studies were recorded for the respective games.

The literature search made of the databases yielded 140 scientific articles. All scientific articles were screened based on inclusion and exclusion criteria. Of those 140 scientific articles, nine were eligible for the review [ 40 , 41 , 42 , 43 , 47 , 48 , 49 , 50 , 51 ]. Video gaming effects are listed in Table 2 .

Summary of beneficial effect of video gaming.

Duration was converted into weeks (1 month = 4 weeks); DLPFC, dorsolateral prefrontal cortex; GM, grey matter; FPS, first person shooting. * Participants were categorized based on how they played during the video gaming intervention.

We excluded 121 articles: 46 were not MRI studies, 16 were not controlled studies, 38 were not intervention studies, 13 were review articles, and eight were miscellaneous, including study protocols, non-video gaming studies, and non-brain studies. Of 18 included scientific articles, nine were excluded. Of those nine excluded articles, two were cognitive-based game studies, three were shorter than 4 weeks in duration or were without a specified length intervention, two studies used a non-healthy participant treatment, and one was a combination intervention study. A screening flowchart is portrayed in Figure 1 .

Flowchart of literature search.

3.1. Quality Assessment

The assessment methodology based on Delphi criteria [ 45 ] for the quality of eligible studies is presented in Table 3 . The quality scores assigned to the studies were 3–9 (mean = 6.10; S.D. = 1.69). Overall, the studies showed fair methodological quality according to the Delphi criteria. The highest quality score of the nine eligible articles was assigned to “Playing Super Mario 64 increases hippocampal grey matter in older adult” published by West et al. in 2017, which scored 9 of 12. The scores assigned for criteria 6 (blinded care provider) and 7 (blinded patient) were lowest because of unspecified information related to blinding for those criteria. Additionally, criteria 2 (concealed allocation) and 5 (blinding assessor) were low because only two articles specified that information. All articles met criteria 3 and 4 adequately.

Methodological quality of eligible studies.

Q1, Random allocation; Q2, Concealed allocation; Q3, Similar baselines among groups; Q4, Eligibility specified; Q5, Blinded assessor outcome; Q6, Blinded care provider; Q7, Blinded patient; Q8, Intention-to-treat analysis; Q9, Detail of allocation method; Q10, Adequate description of each group; Q11, Statistical comparison between groups; Q12, Dropout report (1, specified; 0, unspecified).

3.2. Inclusion and Exclusion

Most studies included participants with little or no experience with gaming and excluded participants with psychiatric/mental, neurological, and medical illness. Four studies specified handedness of the participants and excluded participants with game training experience. The inclusion and exclusion criteria are presented in Table 4 .

Inclusion and exclusion criteria for eligible studies.

i1, Little/no experience in video gaming; i2, Right-handed; i3, Sex-specific; e1, Psychiatric/mental illness; e2, Neurological illness; e3, Medical illness; e4, MRI contraindication; e5, experience in game training.

3.3. Control Group

Nine eligible studies were categorized as three types based on the control type. Two studies used active control, five studies used passive control, and two studies used both active and passive control. A summary of the control group is presented in Table 5 .

Control group examined eligible studies.

3.4. Game Title and Genre

Of the nine eligible studies, four used the same 3D adventure game with different game platforms, which were “Super Mario 64” original and the DS version. One study used first-person shooting (FPS) shooting games with many different game titles: “Call of Duty” is one title. Two studies used puzzle games: “Tetris” and “Professor Layton and The Pandora’s Box.” One study used a rhythm dance game: Dance Revolution. One study used a strategy game: “Space Fortress.” Game genres are presented in Table 6 .

Genres and game titles of video gaming intervention.

* West et al. used multiple games; other games are Call of Duty 2, 3, Black Ops, and World at War, Killzone 2 and 3, Battlefield 2, 3, and 4, Resistance 2 and Fall of Man, and Medal of Honor.

3.5. Participants and Sample Size

Among the nine studies, one study examined teenage participants, six studies included young adult participants, and two studies assessed older adult participants. Participant information is shown in Table 7 . Numbers of participants were 20–75 participants (mean = 43.67; S.D. = 15.63). Three studies examined female-only participants, whereas six others used male and female participants. Six studies with female and male participants had more female than male participants.

Participant details of eligible studies.

3.6. Training Period and Intensity

The training period was 4–24 weeks (mean = 11.49; S.D. = 6.88). One study by Lee et al. had two length periods and total hours because the study examined video game training of two types. The total training hours were 16–90 h (mean = 40.63; S.D. = 26.22), whereas the training intensity was 1.5–10.68 h/week (mean = 4.96; S.D. = 3.00). One study did not specify total training hours. Two studies did not specify the training intensity. The training periods and intensities are in Table 8 .

Periods and intensities of video gaming intervention.

The training length was converted into weeks (1 month = 4 weeks). ns, not specified; n/a, not available; * exact length is not available.

3.7. MRI Analysis and Specifications

Of nine eligible studies, one study used resting-state MRI analysis, three studies (excluding that by Haier et al. [ 40 ]) used structural MRI analysis, and five studies used task-based MRI analysis. A study by Haier et al. used MRI analyses of two types [ 40 ]. A summary of MRI analyses is presented in Table 9 . The related resting-state, structural, and task-based MRI specifications are presented in Table 10 , Table 11 and Table 12 respectively.

MRI analysis details of eligible studies.

* Haier et al. conducted structural and task analyses. + Compared pre-training and post-training between groups without using contrast. TFCE, Threshold Free Cluster Enhancement; FEW, familywise error rate; FDR, false discovery rate.

Resting-State MRI specifications of eligible studies.

Structural MRI specifications of eligible studies.

Task-Based MRI specifications of eligible studies.

All analyses used 3 Tesla magnetic force; TR = repetition time; TE = echo time, ns = not specified.

4. Discussion

This literature review evaluated the effect of noncognitive-based video game intervention on the cognitive function of healthy people. Comparison of studies is difficult because of the heterogeneities of participant ages, beneficial effects, and durations. Comparisons are limited to studies sharing factors.

4.1. Participant Age

Video gaming intervention affects all age categories except for the children category. The exception derives from a lack of intervention studies using children as participants. The underlying reason for this exception is that the brain is still developing until age 10–12 [ 52 , 53 ]. Among the eligible studies were a study investigating adolescents [ 40 ], six studies investigating young adults [ 41 , 42 , 43 , 47 , 49 , 51 ] and two studies investigating older adults [ 48 , 50 ].

Differences among study purposes underlie the differences in participant age categories. The study by Haier et al. was intended to study adolescents because the category shows the most potential brain changes. The human brain is more sensitive to synaptic reorganization during the adolescent period [ 54 ]. Generally, grey matter decreases whereas white matter increases during the adolescent period [ 55 , 56 ]. By contrast, the cortical surface of the brain increases despite reduction of grey matter [ 55 , 57 ]. Six studies were investigating young adults with the intention of studying brain changes after the brain reaches maturity. The human brain reaches maturity during the young adult period [ 58 ]. Two studies were investigating older adults with the intention of combating difficulties caused by aging. The human brain shrinks as age increases [ 56 , 59 ], which almost invariably leads to declining cognitive function [ 59 , 60 ].

4.2. Beneficial Effects

Three beneficial outcomes were observed using MRI method: grey matter change [ 40 , 42 , 50 ], brain activity change [ 40 , 43 , 47 , 48 , 49 ], and functional connectivity change [ 41 ]. The affected brain area corresponds to how the respective games were played.

Four studies of 3D video gaming showed effects on the structure of hippocampus, dorsolateral prefrontal cortex (DLPFC), cerebellum [ 42 , 43 , 50 ], and DLPFC [ 43 ] and ventral striatum activity [ 49 ]. In this case, the hippocampus is used for memory [ 61 ] and scene recognition [ 62 ], whereas the DLPFC and cerebellum are used for working memory function for information manipulation and problem-solving processes [ 63 ]. The grey matter of the corresponding brain region has been shown to increase during training [ 20 , 64 ]. The increased grey matter of the hippocampus, DLPFC, and cerebellum are associated with better performance in reference and working memory [ 64 , 65 ].

The reduced activity of DLPFC found in the study by Gleich et al. corresponds to studies that showed reduced brain activity associated with brain training [ 66 , 67 , 68 , 69 ]. Decreased activity of the DLPFC after training is associated with efficiency in divergent thinking [ 70 ]. 3D video gaming also preserved reward systems by protecting the activity of the ventral striatum [ 71 ].

Two studies of puzzle gaming showed effects on the structure of the visual–spatial processing area, activity of the frontal area, and functional connectivity change. The increased grey matter of the visual–spatial area and decreased activity of the frontal area are similar to training-associated grey matter increase [ 20 , 64 ] and activity decrease [ 66 , 67 , 68 , 69 ]. In this case, visual–spatial processing and frontal area are used constantly for spatial prediction and problem-solving of Tetris. Functional connectivity of the multimodal integration and the higher-order executive system in the puzzle solving-based gaming of Professor Layton game corresponds to studies which demonstrated training-associated functional connectivity change [ 72 , 73 ]. Good functional connectivity implies better performance [ 73 ].

Strategy gaming affects the DLPFC activity, whereas rhythm gaming affects the activity of visuospatial working memory, emotional, and attention area. FPS gaming affects the structure of the hippocampus and amygdala. Decreased DLPFC activity is similar to training-associated activity decrease [ 66 , 67 , 68 , 69 ]. A study by Roush demonstrated increased activity of visuospatial working memory, emotion, and attention area, which might occur because of exercise and gaming in the Dance Revolution game. Results suggest that positive activations indicate altered functional areas by complex exercise [ 48 ]. The increased grey matter of the hippocampus and amygdala are similar to the training-associated grey matter increase [ 20 , 64 ]. The hippocampus is used for 3D navigation purposes in the FPS world [ 61 ], whereas the amygdala is used to stay alert during gaming [ 74 ].

4.3. Duration

Change of the brain structure and function was observed after 16 h of video gaming. The total durations of video gaming were 16–90 h. However, the gaming intensity must be noted because the gaming intensity varied: 1.5–10.68 h per week. The different intensities might affect the change of cognitive function. Cognitive intervention studies demonstrated intensity effects on the cortical thickness of the brain [ 75 , 76 ]. A similar effect might be observed in video gaming studies. More studies must be conducted to resolve how the intensity can be expected to affect cognitive function.

4.4. Criteria

Almost all studies used inclusion criteria “little/no experience with video games.” The criterion was used to reduce the factor of gaming-related experience on the effects of video gaming. Some of the studies also used specific handedness and specific sex of participants to reduce the variation of brain effects. Expertise and sex are shown to affect brain activity and structure [ 77 , 78 , 79 , 80 ]. The exclusion criterion of “MRI contraindication” is used for participant safety for the MRI protocol, whereas exclusion criteria of “psychiatric/mental illness”, “neurological illness”, and “medical illness” are used to standardize the participants.

4.5. Limitations and Recommendations

Some concern might be raised about the quality of methodology, assessed using Delphi criteria [ 45 ]. The quality was 3–9 (mean = 6.10; S.D. = 1.69). Low quality in most papers resulted from unspecified information corresponding to the criteria. Quality improvements for the studies must be performed related to the low quality of methodology. Allocation concealment, assessor blinding, care provider blinding, participant blinding, intention-to-treat analysis, and allocation method details must be improved in future studies.

Another concern is blinding and control. This type of study differs from medical studies in which patients can be blinded easily. In studies of these types, the participants were tasked to do either training as an active control group or to do nothing as a passive control group. The participants can expect something from the task. The expectation might affect the outcomes of the studies [ 81 , 82 , 83 ]. Additionally, the waiting-list control group might overestimate the outcome of training [ 84 ].

Considering the sample size, which was 20–75 (mean = 43.67; S.D. = 15.63), the studies must be upscaled to emphasize video gaming effects. There are four phases of clinical trials that start from the early stage and small-scale phase 1 to late stage and large-scale phase 3 and end in post-marketing observation phase 4. These four phases are used for drug clinical trials, according to the food and drug administration (FDA) [ 85 ]. Phase 1 has the purpose of revealing the safety of treatment with around 20–100 participants. Phase 2 has the purpose of elucidating the efficacy of the treatment with up to several hundred participants. Phase 3 has the purpose of revealing both efficacy and safety among 300–3000 participants. The final phase 4 has the purpose of finding unprecedented adverse effects of treatment after marketing. However, because medical studies and video gaming intervention studies differ in terms of experimental methods, slight modifications can be done for adaptation to video gaming studies.

Several unresolved issues persist in relation to video gaming intervention. First, no studies assessed chronic/long-term video gaming. The participants might lose their motivation to play the same game over a long time, which might affect the study outcomes [ 86 ]. Second, meta-analyses could not be done because the game genres are heterogeneous. To ensure homogeneity of the study, stricter criteria must be set. However, this step would engender a third limitation. Third, randomized controlled trial video gaming studies that use MRI analysis are few. More studies must be conducted to assess the effects of video gaming. Fourth, the eligible studies lacked cognitive tests to validate the cognitive change effects for training. Studies of video gaming intervention should also include a cognitive test to ascertain the relation between cognitive function and brain change.

5. Conclusions

The systematic review has several conclusions related to beneficial effects of noncognitive-based video games. First, noncognitive-based video gaming can be used in all age categories as a means to improve the brain. However, effects on children remain unclear. Second, noncognitive-based video gaming affects both structural and functional aspects of the brain. Third, video gaming effects were observed after a minimum of 16 h of training. Fourth, some methodology criteria must be improved for better methodological quality. In conclusion, acute video gaming of a minimum of 16 h is beneficial for brain function and structure. However, video gaming effects on the brain area vary depending on the video game type.

Acknowledgments

We would like to thank all our other colleagues in IDAC, Tohoku University for their support.

PRISMA Checklist of the literature review.

For more information, visit: www.prisma-statement.org .

Author Contributions

D.B.T., R.N., and R.K. designed the systematic review. D.B.T. and R.N. searched and selected the papers. D.B.T. and R.N. wrote the manuscript with R.K. All authors read and approved the final manuscript. D.B.T. and R.N. contributed equally to this work.

Study is supported by JSPS KAKENHI Grant Number 17H06046 (Grant-in-Aid for Scientific Research on Innovative Areas) and 16KT0002 (Grant-in-Aid for Scientific Research (B)).

Conflicts of Interest

None of the other authors has any conflict of interest to declare. Funding sources are not involved in the study design, collection, analysis, interpretation of data, or writing of the study report.

Video game play may provide learning, health, social benefits, review finds

February 2014, Vol 45, No. 2

Print version: page 10

• Learning and Memory
• Physical Abuse and Violence

Playing video games, including violent shooter games, may boost children's learning, health and social skills, according to a review of research in American Psychologist .

The study comes out as debate continues among psychologists and other health professionals regarding the effects of violent media on youth. An APA task force is conducting a comprehensive review of research on violence in video games and interactive media and will release its findings later this year.

"Important research has already been conducted for decades on the negative effects of gaming, including addiction, depression and aggression, and we are certainly not suggesting that this should be ignored," says Isabela Granic, PhD, of Radboud University Nijmegen in The Netherlands, lead author of the article. "However, to understand the impact of video games on children's and adolescents' development, a more balanced perspective is needed."

While one widely held view maintains that playing video games is intellectually lazy, such play actually may strengthen a range of cognitive skills such as spatial navigation, reasoning, memory and perception, according to several studies reviewed in the article. This is particularly true for shooter video games, which are often violent, the authors found. A 2013 meta-analysis found that playing shooter video games improved a player's capacity to think about objects in three dimensions just as well as academic courses designed to enhance these same skills, according to the study.

"This has critical implications for education and career development, as previous research has established the power of spatial skills for achievement in science, technology, engineering and mathematics," Granic says.

This enhanced thinking was not found when playing other types of video games, such as puzzles or role-playing games.

Playing video games may also help children develop problem-solving skills, the authors said. The more adolescents reported playing strategic video games, such as role-playing games, the more they improved in problem solving and school grades the following year, according to a long-term study published in 2013. Children's creativity was also enhanced by playing any kind of video game, including violent games, but not when the children used other forms of technology, such as a computer or cell phone, other research revealed.

Simple games that are easy to access and can be played quickly, such as "Angry Birds," can improve players' moods, promote relaxation and ward off anxiety, the study said. "If playing video games simply makes people happier, this seems to be a fundamental emotional benefit to consider," said Granic. The authors also highlighted the possibility that video games are effective tools for learning resilience in the face of failure. By learning to cope with ongoing failures in games, the authors suggest that children build emotional resilience they can rely upon in their everyday lives.

Another stereotype the research challenges is the socially isolated gamer. More than 70 percent of gamers play with a friend, and millions of people worldwide participate in massive virtual worlds through video games such as "Farmville" and "World of Warcraft," the article noted. Multiplayer games become virtual social communities, where decisions need to be made quickly about whom to trust or reject and how to lead a group, the authors said. People who play video games, even if they are violent, that encourage cooperation are more likely to be helpful to others while gaming than those who play the same games competitively, a 2011 study found.

— Lisa Bowen

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Video Games Essay | Essay on Video Games for Students and Children in English

February 13, 2024 by Prasanna

Video Games Essay:  Video games are electronic games that requires a user interface, input device (it can be joysticks, controllers, motion-sensing devices, keyboard, etc.) that generates visual feedback for the player or players, an output device that is either a two or three-dimensional display device (like TV monitor, touchscreen, VR headset, etc.).

Video games also are augmented with audio feedback using either headphones or speakers. Other types of augmented feedback systems of video games include haptic technology.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Video Games for Students and Kids in English

We are providing students with a long essay sample of 500 words and a short essay sample of 150 words on the topic Video Games in English for reference.

Long Essay on Video Games 500 Words in English

Long Essay on Video Games is usually given to classes 7, 8, 9, and 10.

Video games have undeniably become an imperative part of most of our life, either as a form of entertainment and even hobby. Video games came into existence through the invention of the Cathode Ray Tube Amusement Device by Thomas T Goldsmith Jr. and Estle Ray Mann in 1947. And in 1948 they got the patent for their invented device with knobs and buttons used for stimulating airborne enemies. It was not until the 1970s, and 1980s those video games reached the mainstream popularity.

One of the biggest technological evolution examples is that of what is seen in video games. Over the years there had been massive changes and several creations since the first released video game. Before the age of Playstation, Xbox, or even computer games, people used to be engrossed in playing video arcade games and later the 8-bit video games using consoles, joysticks, and other controllers. Now we have video games with much higher graphics, better storyline, and even more options. This makes the gaming experience more thrilling and enjoyable; however, it does not change the fact that video games have turned almost an entire generation into couch potatoes.

It is no news that video games are fascinating and because of the graphics along with sound effects gives the player a real-like experience. The video game industry has also started experimenting with virtual reality resulting in even more realistic games which give the player the sensation of truly witnessing the activities of the game. Bur we all know that technology is both a good and a bad effect. The condition is not much different when it comes to video games as well. There are several benefits of playing video games; similarly, there are also adverse effects of the same.

The positive effects of video games include developing one’s skills, like strategic thinking, quick learning, cooperation, creativity, etc. Simulations which are based on the similar technology behind video games are used for training purposes (like shooting, golfing, driving, etc.). Simulations have helped in reducing the risk of accidents occurring during training by allowing the user to practice longer without the requirement of frequent maintenance.

However, there are also some very destructive negative effects of video games. Firstly, children and young adults often get very addicted to playing video games and end up wasting a lot of time and becoming socially isolated. Another aspect of video games which has affected the players immensely is the increase in the violence and aggressiveness in them while trying to imitate the competitive traits of the game.

As intelligent beings, we must use our wisdom and self-control to spend our time wisely and efficiently while avoiding things that have the potential of causing us harm. The gaming industry should monitor the type of games being manufactured and restricting the game for the age for only which it is suitable. Players too should understand the negative impacts of excessive video game playing and addiction. Hence, it can be concluded that the effect of video games depends a lot on the player.

Short Essay on Video Games 150 Words in English

Short Essay on Video Games is usually given to classes 1, 2, 3, 4, 5, and 6.

The electronic games that involve the user interface interacting with a human that results in generating feedback onto the video device are called video games. The platforms are the electronic devices used for playing various video games. The size of platforms or gaming units can range from large mainframe computers to even small handheld devices. The trend of playing video games became prominent from the late 1970s and has only increased over time with the advancement of technology. At present, the global value of the video game industry is stated to be USD 152 billion approximately.

The large scale engagement of youth and people of other age groups as well has turned video games into a trend factor. However, there has been a lot of debate on the matter of the positive and negative impact of games on people. Thus, both the industry and the user need to monitor the content of the games being made, and the amount of time being spent on it, respectively.

10 Lines on Video Games in English

• There are several types of video games like arcade games, console video game, computer video games, and mobile games.
• The evident increase in the commercial importance of the video gaming industry began from the 2010s.
• The Asian market is the biggest contributor to the growth of the video gaming industry.
• As of 2018, video games were the third-largest segment drawing revenue in the entertainment market of US, behind broadcast and cable TV.
• Today, numerous people are involved behind creating video games like developers, publishers, distributors, retailers, third party manufacturers, etc.
• Studies show that gaming addiction causes several physical and behavioural problems in people, especially in children.
• There are also competitions held for video games in various stages (local, national and international) to find the best player among all.
• The growth and expansion of the video gaming industry have opened up several job opportunities as well.
• Parents should monitor the game playing type and time of their children so that it doesn’t turn into an addiction.
• Lack of motion because of excessive video game playing can cause diseases like obesity and diabetes, along with muscle pain.

FAQ’s on Video Games Essay

Question 1. Mention some positive effects of playing video games.

Answer: Some positive effects of video game playing includes the following-

• It improves IQ and reflexes of an individual.
• It develops skills like decision making, attentiveness, multi-tasking, etc.
• It improves motor skills of players.

Question 2. Which is the most iconic video game character of all time?

Answer:  Mario

Question 3. What is the first invented video game?

Answer:  Tennis for Two is the first video game, and it was created in 1958.

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Impact of Videogames on Children Essay

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Introduction

Modern children live in an extremely digitalized environment characterized by the availability of information and specific ways to spend free time. Today, most young people prefer to spend time in front of the computer, either doing their homework or socializing by using social networks. Another trend of contemporary society is the high popularity of video games that become more complex, similar to reality, and demanding much time. The constantly updating content along with the ability to play with friends online attract children. In such a way, videogames replace other activities such as running, walking, or socializing in the street. The given change of priorities triggers vigorous debates about the possible effects of games on children, their physical and mental development, and long-term consequences. For this reason, the given research is devoted to the issue of videogames and how they influence children. To investigate the problem, the following thesis is offered:

The adverse effects of videogames on children might include the development of anxiety, depression, changes in brain functioning, problems with weight, socialization, and trigger the evolution of chronic diseases; however, they can also positively influence children increasing visuospatial cognition, attention, creativity, and reducing aggression levels.

The development of the videogames industry resulted in the emergence of complex games that create attractive images and exciting tasks to engage players and hold their attention. Statistics show that 66% of children aged 8 to 12 years play video games about 2 hours per day, while teens aged 13 to 17 play about 2,5 hours per day (Halbrook et al. 1097). However, in real life, the numbers can be even higher because of the inability to trace the amount of time spent on such activities. It means, for children, videogames become the main type of activity practiced every day.

Addiction and Accessibility

Another problem linked to videogames is their ability to precondition addiction. They affect the brain similarly to drugs as they stimulate the pleasure center and trigger the release of dopamine responsible for the emergence of specific behaviors (Paturel). In such a way, playing videogames, children feel the need to spend more time. The problem is complicated by the fact that today, games are spread globally, and there is hardly an area, excluding the poorest ones with no Internet or computers, where children are deprived of a chance to play (Paturel). The combination of addiction and accessibility contributes to the spread of videogames and the growing topicality of the question of how they impact the physical and mental health of a child.

Mental Development of a Child

One of the main problems linked to videogames is their influence on the mental development of a child. Childhood is the period fundamental for the mental development of a child, and numerous factors might have either a positive or negative effects on their brain and behaviors (Lobel et al. 885). In such a way, the fact that videogames become the central way to spend free time, replacing the previous activities, attracts the attention of researchers as it has a direct impact on the psyche and health of an individual. However, there is still no consensus on whether videogames have only negative or positive effects.

Brain Functioning

One of the popular fears is that videogames can affect brain functioning. Some researchers assume that excessive gaming in childhood can physically rewire the brain and introduce irreversible changes into its work (Paturel). The recent Chinese research presupposing two control groups showed that gamers (individuals spending about 10 hours a day online) have less gray matter if to compare with people who spend less than two hours online (Paturel). In such a way, gaming can be dangerous as it affects various brain areas, depending on the type of game and reaction it cultivates.

Depression and Anxiety

There is also a belief that games might precondition the development of depression and anxiety in children. The given states are mainly associated with failures in online games, the inability to get some achievement, or bullying, one of the common practices on the Internet. The research shows that excessive gaming might precondition dopamine exhaustion, emotional suppression, and the lack of motivation to achieve various real-life goals (Paturel). Moreover, people with depression might suffer from the deterioration of their states caused by addictive playing (Video Games and Children: Playing with Violence”). Analyzing the impact of videogames on anxiety, researchers also offer various assumptions. First of all, gaming can be a normal and healthy way to relieve stress and decrease anxiety levels by engaging in online activities (Pellissier). However, for children with gaming disorder, using gaming as the anxiety coping mechanism can be dangerous and contribute to the accumulation of negative effects and increased risks (Pellissier). In such a way, video games have diverse effects on depression and anxiety, including the positive and negative ones.

Lack of Socialization

The lack of socialization and contact with peers in real life is one of the most popular fears among parents. Today, most games demand much time; moreover, they are focused on cooperation online by using the Internet, which means that children do not have to leave their houses to communicate with other people. It preconditions the increased time they spend at home. The recent research states that there is a direct correlation between the time spent online and social skills, or the higher the gaming addiction, the less the social skills (Lobel et al. 885). Children might demonstrate the inability to communicate in real life because of the absence of the demanded experience.

Weight Management and Chronic Diseases

Excessive gaming can also result in poor weight management. Gamers usually have snacks consisting of unhealthy food such as sweets, chips, or soda (Halbrook et al. 1100). The given dietary patterns create the basis for the emergence of several problems. First, they might acquire extra weight and suffer from obesity. At the same time, spending much time in front of the computer with decreased physical activity and wrong posture might result in the development of scoliosis and other problems with the locomotor system (Lobel et al. 885). Moreover, there is an increased risk of acquiring chronic diseases such as gastritis. From this perspective, videogames can be dangerous for children.

Nature-Deficit Disorder

Spending much time at home and playing videogames, children devote less attention to real life and the world surrounding them. Thus, Louv states that the threatening tendency towards the decreased exposure of children to nature can be observed in Western countries today (23). The given nature-deficit disorder has a negative impact on children and society as for health development, they need to interact with the environment and acquire all benefits from this cooperation (Louv 45). The inability to remain in contact with the world affects all systems of the child body and prevents them from healthy evolution. For this reason, videogames should be viewed as the factor limiting children’s access to nature and triggering the growth of the nature-deficit disorder.

Enhancement of Brain Capabilities

However, it is critical to mention the fact that there are also positive effects linked to videogames. For instance, studies show that by playing action games, players improve their visual capabilities, including tracking multiple objects, reaction, storing, and manipulating them in specific memory centers in the brain (Paturel). Because of the need to consider several factors at the same time, players have to perform multiple tasks simultaneously and make immediate decisions, which affects their brains and makes them more flexible (Paturel). These positive effects differentiate gamers from other children and help them to cope with diverse tasks while visiting their educational establishments.

Playing action games is also directly correlated with reaction speed. Investigations show that gamers who spend much time in this sort of activities have a lower speed of reaction (Paturel). It is explained by the fact that their gaming sessions can be viewed as training, which results in the formation of bonds in the brain and the development of skills (Pellissier). Because multiple repetitions of the same actions are an effective form of learning, gamers acquire new capabilities linked to similar situations (Paturel).

Imagination

There are also different opinions on how videogames affect the imagination. Thus, most studies conclude that modern role-playing games (RPG) contribute to the development of creative and imaginary qualities of the child brain (Halbrook et al. 1100). They offer a person a unique world, and a player should use his/her imagination to dive into it and associate his/her hero with himself/herself. Additionally, quests and strategies might precondition the rise of strategic thinking and the ability to resolve problematic puzzles or questions (Halbrook et al. 1100). For this reason, videogames can be viewed as a factor stimulating the development of this aspect of the brain’s functioning.

Recommendation

In such a way, there is no unified opinion about whether videogames should be viewed as a positive or negative factor impacting the mental development of a child. This complexity comes from the fact that there are both positive and negative effects associated with gaming. However, all sources emphasize the dangerous nature of excessive gaming and addiction. It means that parents are recommended to control their children playing patterns to avoid spending too much time in the virtual world and guarantee that they interact with the world and their peers in real life.

Altogether, videogames have both positive and negative effects on children. They might precondition the development of chronic diseases and extra weight, high anxiety, and depression levels, along with the changes in brain functioning. The highly-addictive nature increases the risks of spending too much time in games. However, there are also positive effects, such as better reaction, motor skills, visuospatial cognition, and creativity, which are trained during gaming sessions. For this reason, it is vital to continue the further investigation of the problem to outline more effects and conclude whether children’s brains suffer critical damage from games or they can be a tool to stimulate its development and optimal functioning.

Works Cited

Halbrook, Yemaya J., et al. “When and How Video Games Can Be Good: A Review of the Positive Effects of Video Games on Well-Being.” Perspectives on Psychological Science , vol. 14, no. 6, Nov. 2019, pp. 1096–1104.

Lobel, Adam, et al. “Video Gaming and Children’s Psychosocial Wellbeing: A Longitudinal Study.” Journal of Youth and Adolescence , vol. 46, no. 4, 2017, pp. 884-897. doi:10.1007/s10964-017-0646-z.

Louv, Richard. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder . Algonquin Books, 2008.

Paturel, Amy. “ Game Theory: The Effects of Video Games on the Brain .” Brain & Life , Web.

Pellissier, Hank. “ Your child’s Brain on Technology: Video Games .” Great Schools , 2014, Web.

“Video Games and Children: Playing with Violence.” American Academy of Child & Adolescents Psychiatry , 2015, Web.

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Home — Essay Samples — Nursing & Health — Nursing — Video Games Thesis Statement

Video Games Thesis Statement

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10.4 The Impact of Video Games on Culture

Learning objectives.

• Describe gaming culture and how it has influenced mainstream culture.
• Analyze the ways video games have affected other forms of media.
• Describe how video games can be used for educational purposes.
• Identify the arguments for and against the depiction of video games as an art.

An NPD poll conducted in 2007 found that 72 percent of the U.S. population had played a video game that year (Faylor, 2008). The increasing number of people playing video games means that video games are having an undeniable effect on culture. This effect is clearly visible in the increasing mainstream acceptance of aspects of gaming culture. Video games have also changed the way that many other forms of media, from music to film, are produced and consumed. Education has also been changed by video games through the use of new technologies that help teachers and students communicate in new ways through educational games such as Brain Age . As video games have an increasing influence on our culture, many have voiced their opinions on whether this form of media should be considered an art.

Game Culture

To fully understand the effects of video games on mainstream culture, it is important to understand the development of gaming culture , or the culture surrounding video games. Video games, like books or movies, have avid users who have made this form of media central to their lives. In the early 1970s, programmers got together in groups to play Spacewar! , spending a great deal of time competing in a game that was rudimentary compared to modern games (Brand). As video arcades and home video game consoles gained in popularity, youth culture quickly adapted to this type of media, engaging in competitions to gain high scores and spending hours at the arcade or with the home console.

In the 1980s, an increasing number of kids were spending time on consoles playing games and, more importantly, increasingly identifying with the characters and products associated with the games. Saturday morning cartoons were made out of the Pac-Man and Super Mario Bros. games, and an array of nongame merchandise was sold with video game logos and characters. The public recognition of some of these characters has made them into cultural icons. A poll taken in 2007 found that more Canadians surveyed could identify a photo of Mario, from Super Mario Bros. , than a photo of the current Canadian prime minister (Cohn & Toronto, 2007).

As the kids who first played Super Mario Bros. began to outgrow video games, companies such as Sega, and later Sony and Microsoft, began making games to appeal to older demographics. This has increased the average age of video game players, which was 35 in 2009 (Entertainment Software Association, 2009). The Nintendo Wii has even found a new demographic in retirement communities, where Wii Bowling has become a popular form of entertainment for the residents (Wischnowsky). The gradual increase in gaming age has led to an acceptance of video games as an acceptable form of mainstream entertainment.

The Subculture of Geeks

The acceptance of video games in mainstream culture has consequently changed the way that the culture views certain people. “Geek” was the name given to people who were adept at technology but lacking in the skills that tended to make one popular, like fashion sense or athletic ability. Many of these people, because they often did not fare well in society, favored imaginary worlds such as those found in the fantasy and science fiction genres. Video games were appealing because they were both a fantasy world and a means to excel at something. Jim Rossignol, in his 2008 book This Gaming Life: Travels in Three Cities , explained part of the lure of playing Quake III online:

Video games gave a group of excluded people a way to gain proficiency in the social realm. As video games became more of a mainstream phenomenon and video game skills began to be desired by a large number of people, the popular idea of geeks changed. It is now common to see the term “geek” used to mean a person who understands computers and technology. This former slur is also prominent in the media, with headlines in 2010 such as “Geeks in Vogue: Top Ten Cinematic Nerds (Sharp, 2010).”

Many media stories focusing on geeks examine the ways in which this subculture has been accepted by the mainstream. Geeks may have become “cooler,” but mainstream culture has also become “geekier.” The acceptance of geek culture has led to acceptance of geek aesthetics. The mainstreaming of video games has led to acceptance of fantasy or virtual worlds. This is evident in the popularity of film/book series such as The Lord of the Rings and Harry Potter . Comic book characters, emblems of geek culture, have become the vehicles for blockbuster movies such as Spider-Man and The Dark Knight . The idea of a fantasy or virtual world has come to appeal to greater numbers of people. Virtual worlds such as those represented in the Grand Theft Auto and Halo series and online games such as World of Warcraft have expanded the idea of virtual worlds so that they are not mere means of escape but new ways to interact (Konzack, 2006).

The Effects of Video Games on Other Types of Media

Video games during the 1970s and ’80s were often derivatives of other forms of media. E.T. , Star Wars , and a number of other games took their cues from movies, television shows, and books. This began to change in the 1980s with the development of cartoons based on video games, and in the 1990s and 2000s with live-action feature films based on video games.

Television programs based on video games were an early phenomenon. Pac-Man , Pole Position , and Q*bert were among the animated programs that aired in the early 1980s. In the later 1980s, shows such as The Super Mario Bros. Super Show! and The Legend of Zelda promoted Nintendo games. In the 1990s, Pokémon , originally a game developed for the Nintendo Game Boy, was turned into a television series, a card game, several movies, and even a musical (Internet Movie Database). Recently, several programs have been developed that revolve entirely around video games—the web series The Guild , for instance, tells the story of a group of friends who interact through an unspecified MMORPG.

Nielsen, the company that tabulates television ratings, has begun rating video games in a similar fashion. In 2010, this information showed that video games, as a whole, could be considered a kind of fifth network , along with the television networks NBC, ABC, CBS, and Fox (Shields, 2009). Advertisers use Nielsen ratings to decide which programs to support. The use of this system is changing public perceptions to include video game playing as a habit similar to television watching.

Video games have also influenced the way that television is produced. The Rocket Racing League, scheduled to be launched in 2011, will feature a “virtual racetrack.” Racing jets will travel along a virtual track that can only be seen by pilots and spectators with enabled equipment. Applications for mobile devices are being developed that will allow spectators to race virtual jets alongside the ones flying in real time (Hadhazy, 2010). This type of innovation is only possible with a public that has come to demand and rely on the kind of interactivity that video games provide.

The rise in film adaptations of video games accompanies the increased age of video game users. In 1995, Mortal Kombat , a live-action movie based on the video game, grossed over $70 million at the box office, placing it 22nd in the rankings for that year (Box Office Mojo). Lara Croft: Tomb Raider , released in 2001, starred well-known actress Angelina Jolie and ranked No. 1 at the box office when it was released, and 15th overall for the year (Box Office Mojo). Films based on video games are an increasingly common sight at the box office, such as producer Jerry Bruckheimer’s Prince of Persia , or the recent sequel to Tron , based on the idea of a virtual gaming arena.

Another aspect of video games’ influence on films is how video game releases are marketed and perceived. The release date for anticipated game Grand Theft Auto IV was announced and marketed to compete with the release of the film Iron Man . Grand Theft Auto IV supposedly beat Iron Man by $300 million in sales. This kind of comparison is, in some ways, misleading. Video games cost much more than a ticket to a movie, so higher sales does not mean that more people bought the game than the movie. Also, the distribution apparatus for the two media is totally different. Movies can only be released in theaters, whereas video games can be sold at any retail outlet (Associated Press, 2008). What this kind of news story proves, however, is that the general public considers video games as something akin to a film. It is also important to realize that the scale of production and profit for video games is similar to that of films. Video games include music scores, actors, and directors in addition to the game designers, and the budgets for major games reflect this. Grand Theft Auto IV cost an estimated $100 million to produce (Bowditch, 2008).

Video games have been accompanied by music ever since the days of the arcade. Video game music was originally limited to computer beeps turned into theme songs. The design of the Nintendo 64, Sega Saturn, and Sony PlayStation made it possible to use sampled audio on new games, meaning songs played on physical instruments could be recorded and used on video games. Beginning with the music of the Final Fantasy series, scored by famed composer Nobuo Uematsu, video game music took on film score quality, complete with full orchestral and vocal tracks. This innovation proved beneficial to the music industry. Well-known musicians such as Trent Reznor, Thomas Dolby, Steve Vai, and Joe Satriani were able to create the soundtracks for popular games, giving these artists exposure to new generations of potential fans (Video Games Music Big Hit, 1997). Composing music for video games has turned into a profitable means of employment for many musicians. Schools such as Berklee College of Music, Yale, and New York University have programs that focus on composing music for video games. The students are taught many of the same principles that are involved in film scoring (Khan, 2010).

Many rock bands have allowed their previously recorded songs to be used in video games, similar to a hit song being used on a movie soundtrack. The bands are paid for the rights to use the song, and their music is exposed to an audience that otherwise might not hear it. As mentioned earlier, games like Rock Band and Guitar Hero have been used to promote bands. The release of The Beatles: Rock Band was timed to coincide with the release of digitally remastered reissues of the Beatles’ albums.

Another phenomenon relating to music and video games involves musicians covering video game music. A number of bands perform only video game covers in a variety of styles, such as the popular Japanese group the Black Mages, which performs rock versions of Final Fantasy music. Playing video game themes is not limited to rock bands, however. An orchestra and chorus called Video Games Live started a tour in 2005 dedicated to playing well-known video game music. Their performances are often accompanied by graphics projected onto a screen showing relevant sequences from the video games (Play Symphony).

Recently, the connection between video games and other media has increased with the popularity of machinima , animated films and series created by recording character actions inside video games. Beginning with the short film “Diary of a Camper,” filmed inside the game Quake in 1996, fans of video games have adopted the technique of machinima to tell their own stories. Although these early movies were released only online and targeted a select niche of gamers, professional filmmakers have since adopted the process, using machinima to storyboard scenes and to add a sense of individuality to computer-generated shots. This new form of media is increasingly becoming mainstream, as TV shows such as South Park and channels such as MTV2 have introduced machinima to a larger audience (Strickland).

Video Games and Education

Figure 10.7

Educational video games have proven to be useful tools for educators.

One sign of the mainstreaming of video games is the increase of educational institutions that embrace them. As early as the 1980s, games such as Number Munchers and Word Munchers were designed to help children develop basic math and grammar skills. In 2006, the Federation of American Scientists completed a study that approved of video game use in education. The study cited the fact that video game systems were present in most households, kids favored learning through video games, and games could be used to facilitate analytical skills (Feller, 2006). Another study, published in the science journal Nature in 2002, found that regular video game players had better developed visual-processing skills than people who did not play video games. Participants in the test were asked to play a first-person shooter game for 1 hour a day for 10 days, and were then tested for specific visual attention skills. The playing improved these skills in all participants, but the regular video game players had a greater skill level than the non–game players. According to the study, “Although video-game playing may seem to be rather mindless, it is capable of radically altering visual attention processing (Green & Bavelier, 2003).”

Other educational institutions have begun to embrace video games as well. The Boy Scouts of America have created a “belt loop,” something akin to a merit badge, for tasks including learning to play a parent-approved game and developing a schedule to balance video game time with homework (Murphy, 2010). The federal government has also seen the educational potential of video games. A commission on balancing the federal budget suggested a video game that would educate Americans about the necessary costs of balancing the federal budget (Wolf, 2010). The military has similarly embraced video games as training simulators for new soldiers. These simulators, working off of newer game technologies, present several different realistic options that soldiers could face on the field. The games have also been used as recruiting tools by the U.S. Army and the Army National Guard (Associated Press, 2003).

The ultimate effect of video game use for education, whether in schools or in the public arena, means that video games have been validated by established cultural authorities. Many individuals still resist the idea that video games can be beneficial or have a positive cultural influence, but their embrace by educational institutions has given video games validation.

Video Games as Art

While universally accepted as a form of media, a debate has recently arisen over whether video games can be considered a form of art. Roger Ebert, the well-known film critic, has historically argued that “video games can never be art,” citing the fact that video games are meant to be won, whereas art is meant to be experienced (Ebert, 2010).

His remarks have generated an outcry from both video gamers and developers. Many point to games such as 2009’s Flower , in which players control the flow of flower petals in the wind, as examples of video games developing into art. Flower avoids specific plot and characters to allow the player to focus on interaction with the landscape and the emotion of the game-play (That Game Company). Likewise, more mainstream games such as the popular Katamari series, released in 2004, are built around the idea of creation, requiring players to pull together a massive clump of objects in order to create a star.

Video games, once viewed as a mindless source of entertainment, are now being featured in publications such as The New Yorker magazine and The New York Times (Fisher, 2010). With the development of increasingly complex musical scores and the advent of machinima, the boundaries between video games and other forms of media are slowly blurring. While they may not be considered art by everyone, video games have contributed significantly to modern artistic culture.

Key Takeaways

• The aesthetics and principles of gaming culture have had an increasing effect on mainstream culture. This has led to the gradual acceptance of marginalized social groups and increased comfort with virtual worlds and the pursuit of new means of interaction.
• Video games have gone from being a derivative medium that took its cues from other media, such as books, films, and music, to being a form of media that other types derive new ideas from. Video games have also interacted with older forms of media to change them and create new means of entertainment and interaction.
• Educational institutions have embraced the use of video games as valuable tools for teaching. These tools include simulated worlds in which important life skills can be learned and improved.
• While video games may not be accepted by everyone as a form of art, there is no doubt that they contribute greatly to artistic media such as music and film.

Think about the ways in which video games have influenced and affected other forms of media. Then consider the following questions:

• Are there things video games will never be able to offer?
• Write down several examples of ways in which other forms of media are not replicated by video games. Then speculate on ways video games could eventually emulate these forms.

Associated Press, “‘Grand Theft Auto IV’ Beats ‘Iron Man’ by $300 Million,” Fox News , May 9, 2008, http://www.foxnews.com/story/0,2933,354711,00.html .

Associated Press, “Military Training Is Just a Game,” Wired , October 3, 2003, http://www.wired.com/gaming/gamingreviews/news/2003/10/60688 .

Bowditch, Gillian. “Grand Theft Auto Producer is Godfather of Gaming,” Times (London), April 27, 2008, http://www.timesonline.co.uk/tol/news/uk/scotland/article3821838.ece .

Box Office Mojo, “Lara Croft: Tomb Raider,” http://www.boxofficemojo.com/movies/?id=tombraider.htm .

Box Office Mojo, “Mortal Kombat,” http://boxofficemojo.com/movies/?id=mortalkombat.htm .

Brand, “Space War.”

Cohn & Wolfe Toronto, “Italian Plumber More Memorable Than Harper, Dion,” news release, November 13, 2007, http://www.newswire.ca/en/releases/mmnr/Super_Mario_Galaxy/index.html .

Ebert, Roger. “Video Games Can Never Be Art,” Chicago Sun-Times , April 16, 2010, http://blogs.suntimes.com/ebert/2010/04/video_games_can_never_be_art.html .

Entertainment Software Association, Essential Facts About the Computer and Video Game Industry: 2009 Sales, Demographic, and Usage Data , 2009, http://www.theesa.com/facts/pdfs/ESA_EF_2009.pdf .

Faylor, Chris. “NPD: 72% of U.S. Population Played Games in 2007; PC Named “Driving Force in Online Gaming,” Shack News, April 2, 2008, http://www.shacknews.com/onearticle.x/52025 .

Feller, Ben. “Group: Video Games Can Reshape Education,” MSNBC , October 18, 2006, http://www.msnbc.msn.com/id/15309615/from/ET/ .

Fisher, Max. “Are Video Games Art?” Atlantic Wire , April 19, 2010, http://www.theatlanticwire.com/features/view/feature/Are-Video-Games-Art-1085/ .

Green, C. Shawn. and Daphne Bavelier, “Action Video Game Modifies Visual Selective Attention,” Nature 423, no. 6939 (2003): 534–537.

Hadhazy, Adam. “’NASCAR of the Skies’ to Feature Video Game-Like Interactivity,” TechNewsDaily , April 26, 2010, http://www.technewsdaily.com/nascar-of-the-skies-to-feature-video-game-like-interactivity–0475/ .

Internet Movie Database, “Pokémon,” http://www.imdb.com/ .

Khan, Joseph P. “Berklee is Teaching Its Students to Compose Scores for Video Games,” Boston Globe , January 19, 2010, http://www.boston.com/news/education/higher/articles/2010/01/19/berklee_is_teaching_students_to_compose_scores_for_video_games/ .

Konzack, Lars. “Geek Culture: The 3rd Counter-Culture,” (paper, FNG2006, Preston, England, June 26–28, 2006), http://www.scribd.com/doc/270364/Geek-Culture-The-3rd-CounterCulture .

Murphy, David. “Boy Scouts Develop ‘Vide Game’ Merit Badge,” PC Magazine , May 2, 2010, http://www.pcmag.com/article2/0,2817,2363331,00.asp .

Play Symphony, Jason Michael Paul Productions, “About,” Play! A Video Game Symphony, http://www.play-symphony.com/about.php .

Rossignol, Jim. This Gaming Life: Travels in Three Cities (Ann Arbor, MI: University of Michigan Press, 2008), 17.

Sharp, Craig. “Geeks in Vogue: Top Ten Cinematic Nerds,” Film Shaft , April 26, 2010, http://www.filmshaft.com/geeks-in-vogue-top-ten-cinematic-nerds/ .

Shields, Mike. “Nielsen: Video Games Approach 5th Network Status,” Adweek , March 25, 2009, http://www.adweek.com/aw/content_display/news/agency/e3i4f087b1aeac6f008d0ecadfeffe4a191 .

Strickland, Jonathan. “How Machinima Works,” HowStuffWorks.com , http://entertainment.howstuffworks.com/machinima3.htm .

That Game Company, “Flower,” http://thatgamecompany.com/games/flower/ .

Video Games Music Big Hit, “Video Games Music Big Hit,” Wilmington (NC) Morning Star , February 1, 1997, 36.

Wischnowsky, “Wii Bowling.”

Wolf, Richard. “Nation’s Soaring Deficit Calls for Painful Choices,” USA Today , April 14, 2010, http://www.usatoday.com/news/washington/2010-04-12-deficit_N.htm .

Understanding Media and Culture Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Persuasive Essay: Video Games

Teenagers today often spend a great deal of time playing video games. These games are fun and engaging and young people often feel like playing games is a great thing to do in their spare time. However, you shouldn’t spend too much time gaming and there are a number of reasons for this: it’s unhealthy, you should spend more time studying, and you need to socialize more.

The primary reason to cut down on gaming time has to be that youths that spend a long time on computers and games consoles are often not getting enough exercise. With high obesity rates, it’s very important for young people to spend as much time being active as possible, especially since studies show that people who are overweight during childhood and adolescence are far more likely to become overweight adults than those of a healthy weight when they’re young. There is just as much, if not more, fun to be had in getting out and about and being active. This doesn’t have to mean going for long runs if that’s not your thing; team sports are both fun and great exercise. Dance or fitness classes are also a good option for those not into sports.

Secondly, getting a good education is that best thing that you can do for your future. If every teenager cut down on their gaming time by 30 minutes per day and used this time to study, the whole of that generation would achieve better results and be more likely to have the career that they want. With education, you get out what you put in, so it’s really up to you to put in the additional effort. If you want to go to a good college, extra study in your own time will be completely vital, but gaming can reduce your concentration span and make this more difficult.

The third main reason that playing video games too often is that it’s no good for your social skills. Some teenagers may argue that because they can now play their games online with friends, they are socializing in their own way. However, you can’t beat face-to-face contact, and if you want to succeed in interviews and build good relationships in later life, you need to develop some proper communication skills. This shouldn’t be a chore, or difficult, because hanging out with friends is far more fun than sitting indoors playing on games all day anyway!

In conclusion, there can be no doubt that spending too much time gaming isn’t good for you. You don’t have to stop all together, but it’s all about moderation. Cut down and allocate your additional free time to doing things that are good for you, and you definitely won’t regret it in later life.

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Video Games As Culture: Considering the Role and Importance of Video Games in Contemporary Society

• Publisher: Routledge
• ISBN: 9781138655119

• Universidad del País Vasco / Euskal Herriko Unibertsitatea

• University of Salford

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Video Game History

By: History.com Editors

Updated: October 17, 2022 | Original: September 1, 2017

Today, video games make up a $100 billion global industry, and nearly two-thirds of American homes have household members who play video games regularly. And it’s really no wonder: Video games have been around for decades and span the gamut of platforms, from arcade systems, to home consoles, to handheld consoles and mobile devices. They’re also often at the forefront of computer technology.

The Early Days

Though video games are found today in homes worldwide, they actually got their start in the research labs of scientists.

In 1952, for instance, British professor A.S. Douglas created OXO , also known as noughts and crosses or a tic-tac-toe, as part of his doctoral dissertation at the University of Cambridge. And in 1958, William Higinbotham created Tennis for Two  on a large analog computer and connected oscilloscope screen for the annual visitor’s day at the Brookhaven National Laboratory in Upton, New York .

In 1962, Steve Russell at the Massachusetts Institute of Technology invented Spacewar! , a computer-based space combat video game for the PDP-1 (Programmed Data Processor-1), then a cutting-edge computer mostly found at universities. It was the first video game that could be played on multiple computer installations.

HISTORY Vault: Game Changers: Inside the Video Game Wars

Brought to life by Academy Award-winning director Daniel Junge, this is the untold story of the personal battles that gave rise to the multibillion-dollar video game industry.

Dawn of the Home Console

In 1967, developers at Sanders Associates, Inc., led by Ralph Baer, invented a prototype multiplayer, multi-program video game system that could be played on a television. It was known as “The Brown Box.”

Baer, who’s sometimes referred to as Father of Video Games, licensed his device to Magnavox, which sold the system to consumers as the Odyssey, the first video game home console, in 1972. Over the next few years, the primitive Odyssey console would commercially fizzle and die out.

Yet, one of the Odyssey’s 28 games was the inspiration for Atari’s Pong , the first arcade video game, which the company released in 1972. In 1975, Atari released a home version of Pong , which was as successful as its arcade counterpart.

Magnavox, along with Sanders Associates, would eventually sue Atari for copyright infringement. Atari settled and became an Odyssey licensee; over the next 20 years, Magnavox went on to win more than $100 million in copyright lawsuits related to the Odyssey and its video game patents.

In 1977, Atari released the Atari 2600 (also known as the Video Computer System), a home console that featured joysticks and interchangeable game cartridges that played multi-colored games, effectively kicking off the second generation of the video game consoles.

The video game industry had a few notable milestones in the late 1970s and early 1980s, including:

• The release of the Space Invaders arcade game in 1978
• The launch of Activision, the first third-party game developer (which develops software without making consoles or arcade cabinets), in 1979
• The introduction to the United States of Japan’s hugely popular Pac-Man
• Nintendo’s creation of Donkey Kong , which introduced the world to the character Mario
• Microsoft’s release of its first Flight Simulator game

The Video Game Crash

In 1983, the North American video game industry experienced a major “crash” due to a number of factors, including an oversaturated game console market, competition from computer gaming, and a surplus of over-hyped, low-quality games, such as the infamous E.T. , an Atari game based on the eponymous movie and often considered the worst game ever created.

Lasting a couple of years, the crash led to the bankruptcy of several home computer and video game console companies.

The video game home industry began to recover in 1985 when the Nintendo Entertainment System (NES), called Famicom in Japan, came to the United States. The NES had improved 8-bit graphics, colors, sound and gameplay over previous consoles.

Nintendo, a Japanese company that began as a playing card manufacturer in 1889, released a number of important video game franchises still around today, such as Super Mario Bros. , The Legend of Zelda , and Metroid .

Additionally, Nintendo imposed various regulations on third-party games developed for its system, helping to combat rushed, low-quality software. Third-party developers released many other long-lasting franchises, such as Capcom’s Mega Man , Konami’s Castlevania , Square’s Final Fantasy, and Enix’s Dragon Quest (Square and Enix would later merge to form Square Enix in 2003).

In 1989, Nintendo made waves again by popularizing handheld gaming with the release of its 8-bit Game Boy video game device and the often-bundled game Tetris . Over the next 25 years, Nintendo would release a number of successful successors to the Game Boy, including the Game Boy color in 1998, Nintendo DS in 2004, and Nintendo 3DS in 2011.

The First Console War

Also in 1989, Sega released its 16-bit Genesis console in North America as a successor to its 1986 Sega Master System, which failed to adequately compete against the NES.

With its technological superiority to the NES, clever marketing, and the 1991 release of the Sonic the Hedgehog game, the Genesis made significant headway against its older rival. In 1991, Nintendo released its 16-bit Super NES console in North America, launching the first real “console war.”

The early- to mid-1990s saw the release of a wealth of popular games on both consoles, including new franchises such as Street Fighter II and Mortal Kombat , a fighting game that depicted blood and gore on the Genesis version of the game.

In response to the violent game (as well as congressional hearings about violent video games), Sega created the Videogame Rating Council in 1993 to provide descriptive labeling for every game sold on a Sega home console. The council later gives rise to the industry-wide Entertainment Software Rating Board, which is still used today to rate video games based on content.

In the mid-1990s, video games leaped to the Big Screen with the release of the Super Mario Bros. live-action movie in 1993, followed by Street Fighter and Mortal Kombat over the next two years. Numerous movies based on video games have been released since.

With a much larger library of games, lower price point, and successful marketing, the Genesis had leapfrogged ahead of the SNES in North America by this time. But Sega was unable to find similar success in Japan.

The Rise of 3D Gaming

With a leap in computer technology, the fifth generation of video games ushered in the three-dimensional era of gaming.

In 1995, Sega released in North America its Saturn system, the first 32-bit console that played games on CDs rather than cartridges, five months ahead of schedule. This move was to beat Sony’s first foray into video games, the Playstation, which sold for $100 less than the Saturn when it launched later that year. The following year, Nintendo released its cartridge-based 64-bit system, the Nintendo 64.

Though Sega and Nintendo each released their fair share of highly-rated, on-brand 3D titles, such as Virtua Fighter on the Saturn and Super Mario 64 on the Nintendo 64, the established video game companies couldn’t compete with Sony’s strong third-party support, which helped the Playstation secure numerous exclusive titles.

Simply put: Sony dominated the video game market and would continue to do so into the next generation. In fact, the Playstation 2, released in 2000 and able to play original Playstation games, would become the best-selling game console of all time.

The Playstation 2, which was the first console that used DVDs, went up against the Sega Dreamcast (released in 1999), the Nintendo Gamecube (2001), and Microsoft’s Xbox (2001).

The Dreamcast—considered by many to be ahead of its time and one of the greatest consoles ever made for several reasons, including its capability for online gaming—was a commercial flop that ended Sega’s console efforts. Sega pulled the plug on the system in 2001, becoming a third-party software company henceforth.

Modern Age of Gaming

In 2005 and 2006, Microsoft’s Xbox 360, Sony’s Playstation 3, and Nintendo’s Wii kicked off the modern age of high-definition gaming. Though the Playstation 3—the only system at the time to play Blu-rays—was successful in its own right, Sony, for the first time, faced stiff competition from its rivals.

The Xbox 360, which had similar graphics capabilities to the Playstation 3, was lauded for its online gaming ecosystem and won far more Game Critics Awards than the other platforms in 2007; it also featured the Microsoft Kinect, a state-of-the-art motion capture system that offered a different way to play video games (though the Kinect never caught on with core gamers or game developers).

And despite being technologically inferior to the other two systems, the Wii trounced its competition in sales. Its motion-sensitive remotes made gaming more active than ever before, helping it appeal to a much larger slice of the general public, including people in retirement homes.

Towards the end of the decade and beginning of the next, video games spread to social media platforms like Facebook and mobile devices like the iPhone, reaching a more casual gaming audience. Rovio, the company behind the Angry Birds mobile device game (and, later Angry Birds animated movie), reportedly made a whopping $200 million in 2012.

In 2011, Skylanders: Spyro’s Adventure brought video games into the physical world. The game required players to place plastic toy figures (sold separately) onto an accessory, which reads the toys’ NFC tags to bring the characters into the game. The next few years would see several sequels and other toy-video game hybrids, such as Disney Infinity , which features Disney characters.

The 8th generation of video games began with the release of Nintendo’s Wii U in 2012, followed by the Playstation 4 and Xbox One in 2013. Despite featuring a touch screen remote control that allowed off-TV gaming and being able to play Wii games, the Wii U was a commercial failure—the opposite of its competition—and was discontinued in 2017.

In early 2017, Nintendo released its Wii U successor, the Nintendo Switch, the only system to allow both television-based and handheld gaming. Microsoft released its 4K-ready console, the Xbox One X, in late 2017, and followed up in 2020 with the Xbox Series X and Series S. In 2020, Sony released the Playstation 5, a successor to Playstation 4. 

With their new revamped consoles, both Sony and Microsoft currently have their sights set on virtual reality gaming, a technology that has the potential to change the way players experience video games.

‘Spacewar!’ The story of the world’s first digital video game. The Verge . The First Video Game? BNL . The Brown Box, 1967–68. Smithsonian . Inventor Ralph Baer, The ‘Father Of Video Games,’ Dies At 92. NPR . The Video Game Revolution. PBS . Video Game History Timeline. Museum of Play . The Surprisingly Long History of Nintendo. Gizmodo . How Tetris Helped Game Boy Take Over the World. Gizmodo . How Sonic Helped Sega Win the Early 90s Console Wars. Kotaku . Sega and Nintendo Console War: Greatest Moments. Prima Games . Angry Birds Maker Rovio Reports $200 Million In Revenue, $71 Million In Profit For 2012. Business Insider . Here’s who won each console war. Venturebeat . The History Of Gaming: An Evolving Community. TechCrunch . The History of Video Game Consoles. TIME .

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After 30 years, The Punisher arcade game finally gets a home port worth playing - "No matter what, our goal was to get as close to the original version as possible"

Marvel Vs Capcom Fighting Collection: Arcade Classics producer Shuhei Matsumoto explains why it was so important to get the new port of The Punisher right

Marvel Vs. Capcom Fighting Collection: Arcade Classics is a long-awaited treasure trove of beloved crossover games between Marvel and Capcom, all centered around its hotly anticipated re-release of Marvel Vs. Capcom 2 . But there are other hidden gems in the collection, including the first ever accurate port of The Punisher arcade game - the first game released in the partnership between Capcom and Marvel, over 30 years ago.

To say that The Punisher is getting its first accurate home port is the key here. The 1993 arcade game has a notorious reputation among retro arcade fans for its abysmal 1995 port to the Sega Genesis, known as one of the worst Marvel games of all time (and to some, one of the worst Genesis games, too), which attempted to expand the game for home audiences resulting in kind of a sloggy mess.

That's why, for Marvel Vs. Capcom Fighting Collection producer Shuhei Matsumoto, nailing the collection's port of the classic side-scrolling brawler was a key priority when including it in the latest Capcom Fighting Collection installment.

The port we always deserved

"No matter what, our goal was to get as close to the original version as possible," Matsumoto tells GamesRadar+. "This is something I strive for throughout the Capcom Fighting Collection series."

Fortunately, the newly ported version of The Punisher included in the collection reclaims the fun of the arcade game by taking it back to basics, straight out of the original cabinet. Players make their way through a handful of environments on a quest to ultimately defeat the Kingpin, battling wave after wave of goons with a wide variety of weapons picked up from the ground, each of which will dissipate after a certain number of attacks. Everything from rocks, to katanas, to even machine guns is fair game - this is The Punisher after all.

It's admittedly a bit simplistic, and certainly short by modern standards - attributes which are a boon to arcade players, but which undoubtedly led to the original, misguided Genesis port's attempt to make the game appeal to 1995 audiences, who were by then used to most of the tricks of the classic beat-em-up genre. Still, it's a blast playing an arcade classic finally getting its due, especially when tagging in a second player to take on the role of Nick Fury, which adds some hilariously hardboiled dialogue to the game as Fury berates Frank Castle for his violent methods throughout their many battles. 

It may stand out to players that The Punisher is the only side-scrolling beat-em-up game in the collection of classic fighting games, but according to Matsumoto, the game has its fans inside Capcom who urged him to make sure and finally give the game the port it deserves.

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"It’s a simple reason actually," Matsumoto explains. "It’s because this is another title that both Capcom and Marvel were involved in. Similar to when we decided to include Red Earth in the previous Capcom Fighting Collection, our legendary programmers Kobuta and Muumuu called out to me and said, 'Hey Matz, we can get The Punisher in too!' and that’s how we made the decision."

And of course, it's got historical significance as well, as the first collaboration between Marvel and Capcom.

"I think it had a significant impact. No doubt, the reason we have so many other amazing Marvel games is thanks to The Punisher," Matsumoto says. 

As for the producer's personal favorite game in the collection, it likely comes as no surprise that Matsumoto doesn't hesitate to call out MvC2. And there's no doubt that the groundbreaking fighter is the crown jewel of the collection, especially considering how many retro fighting game fans have been downright begging for a re-release on modern platforms. But the Punisher may be the collection's biggest diamond in the rough, and getting to share a long lost arcade classic with modern fans after 30 years is an added bonus to an already impeccable compilation.

"Thank you for your patience!" Matsumoto tells fans who have been waiting for The Punisher to come home since 1993. "We are ecstatic to finally be able to release The Punisher. It’s been many years since the original game was released, and we hope that new players will finally get the chance to play it!"

Marvel Vs. Capcom Fighting Collection: Arcade Classics is now available digitally on PS4, Nintendo Switch, and Steam, with the physical release scheduled for November 22. A digital version will be released for Xbox One in 2025.

Check out the best comics based on video games of all time.

I've been Newsarama's resident Marvel Comics expert and general comic book historian since 2011. I've also been the on-site reporter at most major comic conventions such as Comic-Con International: San Diego, New York Comic Con, and C2E2. Outside of comic journalism, I am the artist of many weird pictures, and the guitarist of many heavy riffs. (They/Them)

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