CHAPTER I

Introduction
In modern society, it is very common playing computer games. Even though computer games are common in our life, they have not
only good effects, but also bad effects, especially to teenagers. Moreover, even though parents know that teenagers play computer
games too much, they do not know that why teenagers are widely excited at computer games, and what the bad effects of computer
games are. There are two main causes that teenagers play computer games too much. In addition, playing computer games too much has
two main effects.
The first reason that teenagers play computer games too much is very simple, because computer games are very fun. Computer games
aims focus on to relieve stress. Therefore, computer games are very splendid violent content. There has long been the brief that violent
content may teach violent behavior Mind and Media. Moreover, Barrie Gunter asserted, Extrapolating from playing computer or
video games with violent themes, such as heightening of perceptions risk or danger in the real world, The effects of video games on
children, Also he declared in same book, The power of video or computer games may also derive form the feeling of control which
they stimulate in young players. Thus, computer games drive teenagers more violent. Besides, teenagers could misunderstand that they
are computer games character.
The purpose of this research was to determine the effects of the playing computer games on the first grade high school students'
perceptions of confidence in-class. To that end, in-class confidence questionnaire consisting of three factors which were basic
confidence, freedom of speech, and the perception of threat was conducted to 224 students at different high schools in Kirsehir, Turkey.
The results showed that playing computer games generally did not cause any differences in the perceptions of the students relating to
these factors. As far as the analysis carried out by considering the types of games, it was found out that strategy, car race, and football
games do not cause any differences in the students' perceptions of basic confidence, freedom of speech, and the perception of threat.
However, fight and combat games influenced the students' perceptions of threat in the classroom.
THE PROBLEMS AND ITS BACKGROUND
Introduction
Computer addiction is a relatively new term used to describe a dependency on one's computer. Computer addiction is not limited to
personal computers (PCs). It covers video games and the Internet and has already been given a label by psychologists, namely Internet
addiction disorder (IAD). People can grow addicted to a variety of substances, and there is usually a substantial amount of help
available to treat them. Alcohol, drugs and sex have all been known to bring out the addictive personality trait in some people, but other
forms of addictive behaviour, such as exercise, watching television or spending too much time on a computer, have only recently been
recognized. Computer addiction, like any addiction, can creep up on a person without one being aware of it. Talk shows are full of
people whose relationships have been torn apart by one partner's computer addiction. Spending hours chatting online, surfing the web or
playing computer games can cause relationships to deteriorate as other parts ofa persons life are neglected.
The researchers found out that according to Funk (1993) identified computer game playing as a relatively high frequency activity among
adolescents. Study has indicated gender differences in computer game playing habits, with males playing more frequently than females
(Kaplan, 1983). Morlock, Nigolean and Yanto (1985) found reasons for this include: the game content, in that games tend to contain
more masculine than feminine characters.
There are many reasons why the researchers are conducting this research but the main goal is to find out the effects of computer games
to the academic performance of the students, and toknow the perception of the respondents and the way they interact with to their
problem and gain knowledge about the problem that the researchers may face someday. As a student the researcher are also concerned
to its fellow students to help them and give them ideas.
Introduction The idea of using games to engage students in the process of active learning is not new. Over the past several years,
educators have been increasingly incorporating various games into their teaching curriculum in an effort to create a fun and engaging
learning environment for students. Although this can be very challenging and time consuming, interactive, collaborative and
competitive games tend to motivate and encourage student participation in the learning process. Over the years, the format for
classroom games has changed drastically. There are many more options that incorporate the use of technology and interactivity. Quinn
and Iverson argued that students need to be engaged more and to be put at the centre of the learning experience to change from passive
vessel to active participant (as cited in Pannesse & Carlesi, 2007). In my classroom, I have conducted several games with my
students as a means to review previously taught material and to prepare for tests. I have noticed that most of my students tend to enjoy
hands-on activities in my courses; however, I wonder sometimes when we play games or do activities if they are grasping the content of
the material in the process. Some students appear to learn more when they are competing in a game or activity while others seem like
they are bored or possibly distracted. As a whole, the feedback I have received from students regarding the benefits of the review games
we play has been positive and many students suggest that we play them more often. Although I try to listen to my students feedback, I
am reluctant to play review games more often because I have yet to document.
The Effect of Videogames on Student Achievement
By Jonathan Craton
Introduction
In the past few decades, interactive electronic media has grown from virtual non-existence to one of the primary means of entertainment
for college students. In more recent years, the Internet has completely changed the landscape of electronic media from something
individual and static into something with the potential to be interactive and social. This article examines the effects of increased student
usage of traditional video games as well as online games. The demographics of the typical game player will be examined along with
effects on the individual development and sociological perceptions. This article will also look at the potential education utility of video
games and the effect of games on student engagement and social development.
The College Gamer
Recent data from UCLAs Higher Education Research Institute provides useful information about video game usage on college
campuses. The data show that most college students have played video games, many play them regularly, and a small percentage use
them as a primary means of entertainment and leisure. In the 2009 Freshman Survey, around 1% of respondents admitted to playing
over 20 hours of videogames per week. Over 35% of the respondents stated that they play at least one hour per week.
There is an enormous gender disparity in the amount of time spend on videogames. While less than 1 in 50 incoming freshmen women
played more than 10 hours of videogames per week, 1 in 10 males admitted to doing this (UCLA Higher Education Research Institute,
2009). The disparity increases with 10 times more males than females admitting to playing more than 20 hours per week.
Video game usage tends to drop significantly during the first year of college. Over 7% more students report playing no video games at
all after the first year than they did at the start of their freshman year. The same trend is seen at the extremes, with around 25% fewer
males admitting to playing more than 20 hours of videogames per week (UCLA Higher Education Research Institute, 2009).
The trend toward increased video game and other interactive digital media usage does not appear to be going away. The upcoming
college students are even more likely to be tightly tied to their technology than students are today. The current generation is exceedingly
comfortable with technology and electronic entertainment. One study noted that the average American youngster now spends one-third
of each day with some form of electronic media (Escobar-Chaves & Anderson, 2008).
Psychological Effects
There is a large body of evidence which suggests that violent video games lead to increased aggression and even violence. There is
some mixed evidence on the psychological effects of video game violence, but Craig Anderson (2003) offers overall implications that
can be reached by looking at all studies that relate video games to risk factors:
Some studies have yielded nonsignificant [sic] video game effects, just as some smoking studies failed to find a significant link to lung
cancer. But when one combines all relevant empirical studies using meta-analytic techniques, five separate effects emerge with
considerable consistency. Violent video games are significantly associated with: increased aggressive behavior, thoughts, and affect;
increased physiological arousal; and decreased prosocial (helping) behavior. (Anderson, 2003, Myths and Facts, para. 1)
In another study which considers available research on media violence, several relevant conclusions were reached (Anderson, et al.,
2003). It was found that there are sufficient studies with sufficient consistency to back up several important findings (Anderson, et al.,
2003, p. 93). Video game violence is linked to aggression in the short term. Cross-sectional studies have been able to show a correlation
between long term exposure to video game violence and real world violence. A few longitudinal studies are also able to suggest that
video game exposure has long term effects on aggression. It should be noted that Craig Anderson, one of the authors of this study has
been criticized for overstating the data on video games and its link to aggression and violent behavior (Block & Crain, 2007).
A study in 2008 considers the correlation between increasing interactive digital media usage and unhealthful behaviors (Escobar-Chaves
& Anderson, 2008). The researchers looked at five major areas of risky behavior. These include obesity, smoking, drinking, violence,
and early sexual activity. These categories were chosen because the Center for Disease Control and Prevention (CDC) has identified
these areas among the activities that contribute to the leading causes of death and disability in the United States among adults and
youth (Escobar-Chaves & Anderson, 2008, p. 148).
The study found that, in general, there is at least a modest link between electronic media consumption and obesity, smoking, drinking,
and violence. The study focused largely on TV and movies as the basis for the first three, but specifically mentioned the effect of
videogame violence as increasing the risks of violence in teens. The research in this study concluded that brief exposure to violent
video games increases aggressive thoughts, feelings, and behavior (Escobar-Chaves & Anderson, 2008).
Gender Identity
Violent videogames seem to affect men differently than women. One study of 43 undergraduate students yielded particularly interesting
results. The study used a nonviolent game (PGA Tournament Golf) as a control game, and used Mortal Kombat as the violent video
game (Bartholow & Anderson, 2001). It then placed participants in different rooms and told them that their reaction time would be
measured. The participants were able to punish their opponents by playing extremely loud white noise over a speaker. The study
found that mens aggression in the retaliation test was affected much more than womens. Admittedly, the study was small, and it was
difficult to choose games that were not inherently gender biased already, but the study does still serve to show that in at least some
cases, men experience more added aggression than women after playing violent videogames.
In his book Die Tryin': Videogames, Masculinity, Culture, Derek Burrill suggests that modern videogames have borrowed much of their
material from Hollywood. The player character in many games, referred to as the avatar, is generally created to be at least somewhat
superhuman. Just like in movies, this portrayal of what an individual is supposed to be contributes to identity development. Many games
involve male characters that are incredibly well built and tough, and female characters that are physically attractive. As Burrill puts it,
in short, avatars are sexy (Burrill, 2008, p. 75).
A 1998 study examined 33 popular games of the time and found the following:
This analysis reveals that traditional gender roles and violence are central to many games in the sample. There were no female
characters in 41% of the games with characters. In 28% of these, women were portrayed as sex objects. Nearly 80% of the games
included aggression or violence as part of the strategy or object. While 27% of the games contained socially acceptable aggression,
nearly half included violence directed specifically at others and 21% depicted violence directed at women. Most of the characters in the
games were Anglo. (Dietz, 1998, p. 425)
The study concludes that the portrayal of women in video games is generally stereotypical and traditional in nature (Dietz, 1998, p.
439). Another study in 2007 found that hard-core gamers see the average woman as much larger than do nongamers and body type
preferences for hard-core gamers possessed larger breasts than those of nongamers (Rask, 2007, p. 2). These findings indicate that
video games, like many other forms of mass media, are contributing to the ongoing gender imbalances in our society.
Effects related to learning
Playing video games is often associated in our society with poor academic performance. This anecdotal idea is supported by some
research. A 2000 study found a negative correlation between GPA and time spent playing video games (Anderson & Dill, 2000). The
correlation was relatively small. Time alone accounted for a 4% variance in GPA, yet the findings are significant. However, several
older studies contend that the results of research have been mixed. A 1997 study suggests that there is no clear causal relationship
between video game playing and academic performance (Emes, 1997, p. 413). It goes on to say that the research is sparse and
contradictory (Emes, 1997, p. 413).
The effect that interactive digital media has on the learning process is not completely negative. It is not that the medium itself is
inherently flawed, but much of the information that gets transmitted through it may be. As was noted in a 2008 study on media attention
and cognitive abilities, content appears to be crucial (Schmidt & Vanderwater, 2008, p. 63). If the content being consumed is positive,
then positive results can be expected. If the content is negative, then negative results can be expected. The study examined research
from many sources in arriving at this conclusion.
There is a movement to leverage video games as a part of the learning process. A paper from EDUCAUSE suggests that faculty need be
aware of games that could be helpful to the in class learning experience (Hitch & Duncan, 2005). It mentions using tactical and strategy
games to enhance the level of understanding and engagement with the material. It specifically mentioned using Civilization IV, a game
which focuses on empire building and economies of scale to aid in the understanding of history and economics.
A 2005 paper suggests that videogames are changing education and that games are more than a simple form of entertainment (Shaffer,
Squire, Halverson, & Gee, 2005). It explains that student learning can be enhanced by experiences in vast virtual worlds. These worlds
can allow students to interact as a community. Virtual worlds are useful because they make it possible to develop situated
understanding (Shaffer, Squire, Halverson, & Gee, 2005, p. 106). This means that students are able to actually experience and
experiment with the things that they are learning rather than simply being told them as facts or equations.
Some research concludes there is little evidence to suggest that interactive media enhances the learning experience (Schmidt &
Vanderwater, 2008). Other sources have noted positive impacts on student performance. One study of a game relating to numerical
analysis in an engineering curriculum found that students experienced significantly more intellectual intensity, intrinsic motivation,
positive affect and overall student engagement when completing homework (Coller & Shernoff, 2009, p. 315). Research on the subject
has been mixed, but it seems that video games can have a positive effect on learning when used in particular ways.
Student Engagement and Sociological Effects
Research on the social effects of video games is also mixed (Allison, Wahlde, Shockley, & Gabbard, 2006). Some studies have found
that video games are similar to addictions such as gambling which create negative social effects. Massively Multiplayer Online Role
Playing Games (MMORPGs) have been called heroinware because they are simultaneously competitive and highly social (Allison,
Wahlde, Shockley, & Gabbard, 2006, p. 383). Other studies have noted positive aspects of the games such as the ability to experiment
with aspects of individual identity which do not come out in public.
MMORPGs have been criticized for hampering academic and job performance. The FCC has specifically accused World of Warcraft,
one of the most popular games, as leading to college dropouts (Somaiya, 2009). Students can become obsessed with these games and
become disengaged from schools, friends, and life in general.
Video games can also have positive social effects. One measure of this which has significant research is that of prosocial behavior.
Prosocial behavior is defined as when one person acts to help another. While research on this topic is mixed, there is evidence that
games which focus on prosocial behavior lead to prosocial results (Schie & Wiegman, 1997).
One recent study focused specifically on the effects of prosocial games on undergraduate students (Gentile, et al., 2009). It was found
that playing prosocial video games significantly impacted the immediate helpfulness of the player. As was expected from previous work
by Anderson and others, violent and neutral video games did not increase the helpfulness of the test subjects.
Conclusion
It is clear from the literature that the effect of video games on the college campus is both positive and negative. Video games can
certainly lead to negative effects such as social isolation and increased aggression, but they are going to remain a part of college culture
for the foreseeable future.
It is important to understand the positive and negative aspects of video games. Playing games socially as part of balanced lifestyle seems
to have some positive effects. Playing violent games is linked to several negative problems. The portrayal of women in video games can
have a negative effect on the gender views of men and the identity and self-worth of women.
Some research has shown that video games may be one way to engage students more in the learning process. This seems especially true
in areas involving analytical skills. They can contribute another way of learning in addition to the many other pedagogical methods
which are currently popular. There is ongoing research on how to best leverage games in education, if they should be used at all.
Students and educators need to be aware of the dangers of excessive gaming. It can have academic, social, and spiritual consequences.
Students have been known to completely disconnect from their friends and surroundings when playing games like World of Warcraft.
As was shown by several statistics presented earlier a small percentage of students, especially men, spend a huge amount of time
playing video games. Balance needs to be emphasized as an important part of the healthy Christian lifestyle, and video games are no
exception.
Jonathan Craton serves as the Graduate Assistant for Taylor University Online, located in Fort Wayne, Indiana.
EAST LANSING, Mich. Using cell phones and playing video games may not be as harmful to childrens academic performance as
previously believed, according to new research by a team of Michigan State University scholars.

In fact, cell phones had no effect on academic performance among a group of 12-year-olds, the researchers found in a three-year study
published by the Conference Proceedings of the International Association for Development of the Information Society, or IADIS, in
Barcelona, Spain.
And while the researchers found a strong relationship between video games and lower grade point averages, playing video games did
not appear to affect math skills and had a positive relationship with visual-spatial skills. These skills in which a child learns visually,
by thinking in pictures and images are considered the training wheels for performance in science, technology, engineering and math.
And these are the areas where we want to see improvements in our childrens academic performance, said lead investigator Linda
Jackson, MSU professor of psychology.
The study is part of a larger MSU project, funded by the National Science Foundation, in which Jackson and colleagues are exploring
the effects of technology on childrens academic performance and their social life, psychological well-being and moral reasoning.
The researchers surveyed students from 20 middle schools and an after-school center in Michigan. They asked how often the children
used cell phones and played video games, both online and offline, and measured the childrens grades, visual-spatial skills and
performance on standardized tests in math and reading.
As expected, females used cell phones more frequently than did males, while males played video games far more frequently than did
females. Some 81 percent of adolescents play video games online, according to the Pew Internet and American Life Project.
Jackson said its unrealistic to think kids will stop playing video games, so video game developers should focus more on the elements
that develop visual-spatial skills and less on themes such as violence. Also, more games should be developed that appeal to girls to
better develop their visual-spatial skills, which are essential in professions such as surgery, she said.
Girls are at a disadvantage by not having that three-dimensional experience, Jackson said. So when they get to medical school and
theyre doing surgery in the virtual world, theyre not used to it.
When it comes to cell phones, Jackson said she saw no detrimental effects to the students academic performance. However, further
research is needed on older students who are more apt to engage in devious behavior such as text-messaging test answers to each
other, she said.
The global cell-phone market had 1.8 billion subscribers in 2007 a number that is expected to reach 3 billion by 2010, according to
Baskerville Communications in London.
Joining Jackson on the MSU research team were Hiram Fitzgerald, University Distinguished Professor of psychology; Alexander von
Eye, professor of psychology; Yong Zhao, University Distinguished Professor of education; and Edward Witt, graduate student in
psychology and project director.
The teams report was honored with the Outstanding Paper Award at the recent IADIS international conference.
- See more at: http://msutoday.msu.edu/news/2009/video-games-cell-phones-and-academic-performance-some-good-
news/#sthash.9m5dHRRP.dpuf

There is statistically significant evidence from the studies within the fields of psychology and sociology to indicate that violent video
games have a negative impact on a child's behavioral development as he or she matures into adulthood. These studies approach the issue
from a variety of perspectives, some analyzing the effects of video game usage on academic achievement and others that focus on
usage's effects on violent tendencies. Regardless of how these effects of measured, evidence is accumulating in favor of the position that
they are not good for childhood development. Short of recommending alternatives or ways of preventing the kind of excessive video
game use targeted in these studies as adverse, what is conclusively known is the prevalence and results of violent video games.
Nevertheless, there are valid objections and concerns about these conclusion that shall be addressed in turn; none of these
counterarguments or critiques of the research literature hold much weight. The arguments from scientific findings can be supplemented
with academic philosophy, specifically in the area of ethical philosophy where some argue a non-distinction in moral terms between
killing an imaginary character and killing an actual person. From this broad base of studies and research into the effects of violent video
games maturing children, it is conclusive that the negative effects of violent video game usage far outweigh any alleged positive effects.
First, the scientific rigor put into discovering what video game usage does to academic performance is undeniable. Researcher Vivek
Anand found a significant negative correlation between the amount of time a student spends on video games and that student's GPA and
SAT scores, two generally accepted measures of academic performance. With a p value of more than 95%, the link is significant and
indicates video games may have a detrimental effect on adolescent academics. As Anand points out, using GPA is a more reliable
instrument than SAT scores, which represent general knowledge. However, one may still object that GPAs are true measures of
intelligence. While this is true, Anand is focused purely on academic performance, which, as that criticism makes clear, does not always
match GPA. And while the connection is difficult due to the local circumstances and complexities of student life and individual
personalities, the link is still clear. It is intuitive that more time spent playing video games means less time spent studying, preparing for
exams and projects, and less time thinking about material taught in class.
A missing element to Anand's argument, however, is a central piece: indication of time-dependent effects of video game usage on
decreased student success. The study itself focuses on a sample of individuals through a period of time during the academic school year,
yet it does not acknowledge a general decrease in student success through time. As Anand points out in the introduction, "Early versions
of video games have evolved from simple one- or two-person games into massive, multiplayer online gaming, which simultaneously
connects individuals to thousands of others" (Anand 552). Given this increasingly complexity of the gaming environment, it might seem
as though gaming is taking on an increasing role in the student-adolescent's life. As such, it might seem student performance, in a wide
sample, has been decreasing through an extended period of time, namely from the initial development of video games through today. A
brief review of the literature does not yield any reliable statistics on that point; however, studies on the effects of violent video games
are overwhelming.
Even though video games are designed to be entertaining and challenging, as the early video games such as Pong and Pac Man were,
recent analyses show that as much as 89% of video game content being produced contains some violent content, and that approximately
half of this content is violence directed at human beings within the gaming environment (Gentile, Lynch and Linder 6). Although these
statistics on prevalence are shocking to some, it is relatively meaningless what the content of a game is (from a developmental point of
view), unless there is some indication that the prevalence of violence in video games is correlated with increasing violence among those
who use the games frequently. Due to not only the prevalence of violence in video games today but also the prevalence of use of these
games, extensive research has been funded to investigate effects. Because of the extensiveness of the research literature, it makes sense
only to look at meta-analyses of these studies, one of which found that in 54 neutral studies of video game violence and aggression, with
a total of 4,262 research subjects, there is a statistically significant link between playing violent video games and "aggressive behaviors,
aggressive cognitions, aggressive emotions, increased physiological arousal, and decreased pro-social behaviors" (Anderson and
Bushman 354).
Needless to say, it is difficult to argue with a statistical correlation established by an extensive meta-analysis, but Gentile et al. offer a
brief overview of potential moderators in the relationship. Moderators are facts that may make the correlation impure in terms of
differential psychology. Trait hostility, according to the authors, is one potential moderator of violent video games. Like with all
dangerous and aggressive activities, violent video games may actually attract children who already show more aggressive tendencies.
Those youths who are characteristically aggressive may seek out video games as a means of living out their personal, internal drives to
be violent toward other people, actually reducing the risk of aggressive behaviors toward others in reality. Gentile et al. also suggest
parent monitoring may be a moderator in the equation (9). That is, parental-imposed limits have been shown to be effective in reducing
television time for those who play video games "excessively". In response to these claims of moderating factors, one can easily claim
that (a) these moderators have yet to be proven conclusively, and (b) it does not refute a possible model of mutual causation: children
prone to aggression already being caused to seek out video game violence, and based on that violence being caused to see out real
aggression against others in a real world environment. Additionally, studies on the statistical effect of hypothesized moderators needs to
take into effect constantly changing factors such as the continuous evolution of video games (Gentile, Lynch and Linder 10).
Anderson and Dill (2000) established the so-called "General Aggression Model" (GAM) in response to growing links between violent
video games and aggressive attitudes and behaviors. The model itself describes a process through which aggressive personalities and
gaming-rich environments interact to create aggressive behaviors by means of automatic and controlled decision processes (Anderson
and Dill 773). This model not only seems to be useful in contextualizing the results of meta-analyses like the one Anderson et al.
conducted in 2010, but also in providing a theoretical model in psychological research. Drawing the distinction between short- and long-
term effects of violence in video games is important, according to the GAM, because "short-term violent video game increases in
aggression are expected whenever exposure to violent media primes aggressive thoughts, increasing hostile feeling or increases arousal
(Anderson and Dill 774). What this indicates is that trait hostility can be a significant moderator over short periods of time. Over the
long-term, on the other hand, violence increases learned content. Such knowledge structures actually create, in individuals with heavy
exposure to violence, trait hostility: the personality factor that supposedly draws already aggressive individuals to violent video games.
These games make individuals more vigilant for enemies, less trusting, and ultimately more aggressive (Gentile, Lynch and Linder 12).
According to the Gentile et al. study, the GAM-based hypothesis that exposure to violence in video games would be positively
correlated with trait hostility and aggressive behaviors through the short- and long-term were generally confirmed (22).
Anderson et al. expanded on their earlier work in a recent meta-analysis from 2010 dealing with the effects of violence in video games
on particular emotional capacities in both Eastern and Western cultural contexts. This meta-analysis has the advantage of conducting
cross-cultural comparisons, widening the focus of previous studies done specifically on violence in Western countries where technology
is perceived to be more prevalent. But with increasingly integrated technologies around the world, culturally-mindful analyses are
necessary (Anderson, Shibuya and Ihori 151). Despite changes made to statistic controls, moderator analyses, and sensitivity analyses
from previous meta-analyses of strictly Western adolescents, the meta-analyses yielded equivalent results. The authors of the review
write: "The evidence strongly suggests that exposure to violent video games is a causal risk factor for increased aggressive behavior,
aggressive cognition, and aggressive affect and for decreased empathy and pro-social behavior" (Anderson, Shibuya and Ihori 162).
What this demonstrates is a lack of cultural specificity to the threat of video game violence. It is, in other words, a problem that affects
all human beings regardless of the environment in which they are raised and develop. Also important is how this analysis upholds the
GAM model, which leaves room for short-term moderation by trait hostility but emphasizes the long-term role of violence in creating
aggressive behaviors. As the authors state, "The effect of culture (Eastern vs. Western) was not significant in any of the research
designs", which yields two possibilities: (a) trait hostility/violence interaction according to the GAM is common in all human beings,
and (b) trait hostility is common to males and females (Anderson, Shibuya and Ihori 162).
In a comment on this Anderson et al. (2010) meta-analysis, L. Rowell Huesmann comments that despite the review's methodological
soundness and comprehensiveness, it will likely fail to change critics' minds about the implications of the research. He ascribes this to
philosophical arguments about the "freedom of expression", a social value held in the US. Because "many people have their identities or
self-interests closely tied to violent video games", people are likely to reject sound statistical analysis in favor of ethics and social value-
judgments (Huesmann 179-81). In terms of communication dynamics, there remains an open question of moral feelings to be discussed.
In what communication scientists Hartmann and Vorderer (2009) call "moral disengagement", users of violent video games experience
"enjoyment rather than moral distress and distaste" in response to the killing of a virtual human being (865). The authors of this study
looked at four cues: justification of violence, neglect/distortion of consequences, dehumanization of opponents, and condemnable action
of opponents. Using these cues as theoretical reference points, the researchers found that cues implemented in modern video games
effectively help players disengage from moral concerns (Hartmann and Vorderer 883).
The results of empirical research in psychology and communication studies quickly surveyed above indicate a common solution: the
efficacy of the GAM framework in describing how the negative effects of violent video games socially outweigh any alleged positive
effects. What violent video games ultimately succeed in accomplishing is a greater tendency toward mistrust and outward violence
toward others in the real world, based on the increasingly real experiences encountered in the virtual world. The effects of this
phenomenon transcend culture in such a way that they immediately become a problem when a society becomes technologically
advanced enough to facilitate virtual murder and carnage. Interestingly, this issue presents a case of a moral or political argument
supported by scientific research that clear and unequivocally indicates an existing, or at least inevitable, social problem. But the
rhetorical appeal of L. Rowell Huesmann's pessimism, as expressed in his comment on Anderson et al.'s conclusive review, is
appealing, especially since no one really knows how the moral and political debate will end.