Documente Academic
Documente Profesional
Documente Cultură
10640706
IM 260
Jordon Kunkel
10640706
IM 260
violent video games creates a lifelike scenario that the player must reenact in their own mind. The
implication is that doing an activity can be more Powerful than viewing it because it may be more easily
translated into ones own behavioral Repertoire. (Greenfield, P. M., & Calvert, S. L. 2004). In
Greenfields studies of students in Rome and Los Angeles with a virtual reality game called Dactyl
Nightmare, she finds that virtual reality video games are a large effector on ones cognition.
Patricia Greenfield references Sandra L. Calverts studies of video games that effect
representational competences which are. In context of video games, representational competence
includes visual skills such as iconic representation, mental rotation, and spatial visualization. (Greenfield,
P. M., & Calvert, S. L. 2004). The use of iconic representation was a major effector on a teens cognitive
development. They found that individuals who played the game rather than those who watched the
game were more aroused by the movements and had aggressive thoughts. The aggressive nature we see
from video game use is consistent with the fight and flight mechanism in each person. (Kaye, L. K.
2012) The fight response become more real with interactive video games. Imagine it as if you see
yourself pulling the trigger in an action game, as there becomes a smaller distinction between virtual
and reality. . (Greenfield, P. M., & Calvert, S. L. 2004) It is this reaction we see from playing violent
video games which changes our perception of reality. Psychology teaches us that our decision making
process ends with taking action followed by reviewing the decision made. Video games can impede on
this process as the player can represent themselves as the shooter or whomever they play as in first
person, and take action and briefly reflect on the decision made (Walton, Mark E. 2004). If the use of
violent video games is high among teens we can begin to notice an impact on the users decision making
skills and impulsiveness, which is mimicked by aggressive intentions.
I feel very strongly that education about video game use and ultimately digital media is our
solution to eliminating the negatives to our cognition. At a very young age we develop our decision
making process and decide from right and wrong. As video games are assimilated into a childs life we
should be conscious of what they think of video games and guide them to use them for a beneficial
purpose. Explaining the negatives of video games can be avoided if the user is aware. By educating them
and suggesting alternatives the adolescent or teen can create a structured and ethical decision making
techniques. Video games can be limited at a younger age as well to express the simple pleasures in life
that do not involve digital media. With education the realistic qualities of digital media can help teens
and adolescence distinguish between virtual and reality.
Jordon Kunkel
10640706
IM 260
Work Cited
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