By Kyle Faust
University of Rhode Island
Abstract
This article examines potential positive and negative effects that video and computer games have on our society.
Two important effects are aggression and cognitive abilities, both of which are supported by research. This article also covers a few areas that are less approached by research, such as whether games can reduce aggression.
In order to address some of these important questions, I propose an experimental study. The study would use two games to measure aggression and multi-tasking (the ability to effectively perform multiple tasks at once) in order to observe some of the effects the games may have.
If the results are similar to previous research, it is likely that multi-tasking will improve from puzzle game use and aggression will increase from violent game use. Such findings would imply that games can be both beneficial and detrimental to society, depending on their use.
Video and computer games continue to become more popular in our society as time progresses. More and more children are growing up experiencing video and computer games not only as recreation, but as a potential learning tool.
As the games continue to become more popular, society has become dubious about this relatively unknown entity, and many questions have arisen about the games. Perhaps the most frequent of these questions is, "Just what effects are these games capable of?"
Such a question has many potential answers.
Most frequently, this question is answered in a negative light, with a focus on the negative effects caused by video and computer games. However, the potential positive effects of video and computer games have received comparatively less attention.
For this reason, it seems particularly important to discuss some of the research describing the potential positive effects of games. This article will discuss some of these potential positive effects, followed by a discussion of some of the potential negative effects.
Potential Positive Effects of Video and Computer Games A single-group pre-test post-test study by Clarke and Schoech (1995) found that computer games may prove beneficial in therapy, especially for adolescents. A computer game was developed to aid therapists in helping clients with impulse-control.
The game was programmed to give players numerous choices and encouraged them to make high impulse-control choices. The game was administered to four adolescent clients who lacked effective impulse-control over a four week period of time.
Results indicated that the game allowed the clients to become more enthusiastic and cooperative about treatment, though it is somewhat unclear how enthusiasm and cooperation were measured (likely from observation).
Though this study has a small sample size and a somewhat unspecified form of measurement (not to mention the threats caused by being a single-group pre-test post-test design), it still raises an interesting question for further studies.
A larger and more statistically supported experimental study by Alvarez et al (2007) also found that games could be useful for therapeutic approaches. More specifically, they found that a computer game could be used for cognitive training.
The study used the game to assist treatment for major depression and cognitive impairment. Patients that were exposed to the game experienced a substantial increase in intellectual performance and a slight decrease in depression compared to the groups not exposed to the game.
However, it is important to mention that the study was in need of more refined tests, which is noted by the authors (Alvarez et al., 2007).
For both studies, it seems that replication is in order before solid conclusions are drawn.
It has also been found that interactive health computer and video games can educate children on managing diseases. One study found that a diabetes game reduced diabetes-related emergencies by 77 percent after the children played the game for six months (Lieberman, 2000).
In addition to computer and video games, virtual reality games can prove very beneficial. They have the potential to train cognitive skills necessary for occupations such as aviation without putting a person in a potentially dangerous situation.
With proper assessment, flight simulators can serve to develop the cognitive skills necessary for flying (Tichon, 2007). Virtual reality can also be used to rehabilitate balance and mobility in elderly subjects and victims of traumatic brain injury (Bisson et al., 2007).
It can further be used as a cognitive-behavioral form of treatment, and was found to be quite helpful in treating clients who suffered from a fear of flying (Kahan et al., 2000).
It will be interesting to consider further benefits that may develop as technology continues to advance the realism of virtual reality.
Video games may also serve as excellent teaching tools for children. It has been found that adventure games such as "The Kingdom of Myrrh" can be beneficial in developing academic skills for both gifted children and children with learning disabilities (Mather, 2001).
It seems likely that many children who normally have difficulty learning from traditional academic methods may benefit greatly from these types of games in a classroom setting.
A non-equivalent comparison group study involving 46 kindergarten participants found that computer games may develop information-processing skills (Yuji, 1996). In the study, children were classified into player and non-player groups based on their enthusiasm for games (there was no random assignment).
The player and non-player group had similar scores on the given processing-skills test, but they had much faster reaction times.
Given the fact that self selection was used in the study, it is challenging to draw many conclusions from this study alone. Still, the results were similar to another non-equivalent comparison group of computer game practice and reaction time, indicating that there does seem to be a possible improvement in information-processing and reaction times (McSwegin, 1988).
Computer games may also benefit spatial visualization, hand-eye coordination, serial processing, and creativity (Greenfield, 1984, 1987).
Other researchers have gone even further by stating that games can have strong cognitive benefits, such as pattern recognition, patience, and system thinking (Johnson, 2005).
Still, it seems that all of this research is lacking in random assignment.
It seems as though computer and video games can offer many potential benefits, although additional research in the area is certainly necessary, particularly involving the potential cognitive benefits of the games.
Since there does not appear to be much research involving the potential cognitive benefits of the games that uses a pre-test post-test control group design with random assignment, I feel this is an essential consideration for a study.
