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Although the effects of computer games elicit varying beliefs depending on social and cultural beliefs and standards, the format of motifs of computer games are common throughout all countries because of the mass global dissemination of computer games. Resultantly, computer games will generally affect users in the same way whether negative or positive.
It is argued that computer gaming is pointless activity with which to pass time and can produce socially isolated people and/or promote violent behaviour, while this is true to a limited variety of computer games such as Doom or Quake, this belief focuses overlooks or doesn’t acknowledges the diverse range of game playing experiences available (Squire, 2000).
Mitchell and Savill-Smith believe that “Computer games engage. They are seductive, deploying rich visual and spatial aesthetics that draw players into fantasy worlds that seem very real on their own terms, exciting awe and pleasure.�? By exciting the player and appealing to their need for interest and entertainment, the player is motivated to continue and are rewarded by instant, visual feedback within a complete, interactive virtual playing environment, “whereby ambience information creates an immersive experience, sustaining interest in the game�? (Mitchell and Saville-Smith, 2004).
As computer games are an interactive medium, through the experience of interacting with others, whether artificial intelligence programmed into a computer game, or with another person through the internet, computer games are effective in providing the player with amusement and sustaining interest. Mitchell and Saville-Smith (2004) point out that ‘fun’ is part of the natural learning process in human development, and therefore by providing a user with amusement and maintaining interest, an good opportunity for cognitive learning is created. In addition, the combinations of video, audio and text in the computer game format are useful in accommodating different learning styles, thereby promoting confidence and encouraging multi-modal literacy. (Mitchell and Saville-Smith, 2004).
Considering a computers ability to store and process large amounts of information simultaneously and also the fact that they are customisable for each different user, makes computer games a suitable medium through which to teach children. Considering these computing capabilities, Mitchell and Saville-Smith (2004) explain that if an imaginative and well-paced game provides instant feedback. to a user, a game can encourage visualisation, experimentation and creativity in overcoming obstacles and achieving goals (Mitchell and Saville-Smith, 2004). Johnson in Maney (2005) supports the positive learning attributes of computer games in his statement “with most video games, at every point you have to make decisions […] You have to think about patterns and long-term goals and resources, and then you make decisions and get feedback from the game, and use that to adjust your decisions."
However, continual reliance on computers during the learning stages of cognitive development may lead to an over-reliance on computers in adulthood. It is also worthy to note that there is a clear distinction beween the learning potential and educative potential in computer games. Kay in Mitchell (1983) explained that computer games and computer explorations are learning rather than as education, defining learning as "a process that goes on inside a person, rather than a process which goes on around him in a prepared environment" (Kay in Mitchell, 1983).
Maney, K. (2005, Jul. 12) "Video Games Not Necessarily Turning Kids' Brains to Mush", USATODAY.com, retrieved September 6, 2005, from http://www.usatoday.com/tech/columnist/kevinmaney/2005-07-12-video-games_x.htm/
Mitchell, A and Saville-Smith, C. 2004. The use of computer games for learning. Learning Skills and Development Agency. Retrieved October 5, 2005, from http://www.lsda.org.uk/files/PDF/1529.pdf
Squire, K. 2000. Reframing the Cultural Space of Computer and Video Games. Games-to-Teach Vision. Retrieved October 5, 2005, from http://cms.mit.edu/games/education/research-vision.html
http://newmediawiki.ci.qut.edu.au/index.php/Computer_Games_-_Education
Back to Computer Games - Ethics
Matthew Hsu 11:41, 28 Oct 2005 (EST)
