Are Video Games Good for Our Wellbeing?
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Are Video Games Good for Our Wellbeing?
Video gaming is often associated with a negative impact on young people. Research has shown that there is a positive side to video gaming’s effects contrary to prior conclusions. Analysis of Video games and therapy, video games and education, and video games and emotional stability discusses the details of video gaming’s positive impact.
Video Games and Therapy
Video games have numerous possibilities to be used as therapy. Research has shown that playing online games after a traumatizing event reduces the frequency of thinking about that particular occasion (Daramus, 2020). it is advisable for People suffering from depression to take on an online game that would eventually teach a notion that other people have the same condition. Such games assuage the level of depression in a person providing time for the patient to heal gradually.
Video games are known to increase cognitive abilities, such as hand-eye coordination among children. Playing demands attention; hence, regular players learn to concentrate more than those who do not participate in digital games. During a play, children are more likely to copy behaviours of who they are playing with rather than concentrate on the game (Johnson et al., 2013). During the COVID-19 lockdown, most people may suffer from mental health because of a lack of connection with the society. Playing online games helps players connect with the outside world during such situations, hence easing stress (Oe, 2020).
Playing video games provokes quick-thinking due to multiple stimulations sent to the brain at the same time. Gaming helps young children stay alert all the time, and their minds can comfortably synthesize various information. Gaming reduces fatigue, especially among those doing a lot of work. Some digital games have incorporated section that requires the player to participate in physical exercise such as dancing. Through such activities, the player gets a chance to play and keep physically fit. Sometimes an online game player may post a psychological problem, and the virtual community helps with advice. By doing so, online gaming will provide a health solution. Some games have been designed so that they occasionally pause to bring a medical advert that a gamer will see. Though the advert may not mean much to many players, it will help others who are suffering I silence.
Gaming engages most youth instead of idling, which would lead to drug and substance abuse. Children at home during school holidays resort to online games to keep themselves busy. People with mental health problems can engage in video games to relax their minds. Digital games work better for those whose problems are attributed to loneliness.
Video Games and Education
The games’ interactive nature attracts curiosity, which challenges the player to think of how to play successfully, hence stimulating learning. Games are thought-provoking and tend to inspire creative and innovative learning methods (Griffiths, 2002). Video games help children acquire and embrace technology skills early to avoid technophobia later in their lives. Gaming allows teenagers to learn how to manage their impulses. Besides, video gaming plays a vital role in who have problems like autism. Since they have social challenges, gaming comes in handy to improve their self-esteem as they learn to coordinate their hands, eyes, and mind.
Playing among students improves the essence of collaboration and as they learn from and compete with each other. Those playing the same game may not fight because they know how to communicate effectively, which they would not understand unless they play. Research has shown that some games assist kids in lower grades to develop memorization skills and reasoning, depending on their complexity (McFarlane et al., 2002). Video games with incorporated curriculum content motivate learners to have a positive attitude towards challenging subjects like mathematics. Some activities involved in the game, such as specific arrangements, help to further the skills in solving problems like pertaining sequences.
Teachers make use of games to find out several skills and abilities about the learners. Through video games, an instructor will make out learners who happen to be trouble makers because of their impatience and those with patience. Introducing video games in schools and closely monitoring students, teachers can know students with special skills like leadership from how they organize groups.
Some games come with minimal instructions; hence, it will need the player to master playing through trial and error. By doing so, children and teenagers get to know how to find solutions to most situations (Granic et al., 2014). In the process of learning new digital games, students will depend on the guidance of the teachers. Dependence on teachers will make the learners appreciate and respect their instructors, not only in video gaming but also during other activities in and outside the classroom (An & Cao, 2017). Since children are fond of playing, teachers can design game-based activities, leading them to appreciate the related class activity. During play, one has to observe multiple operations, which builds multitasking, which is necessary for learning.
Children who play online games have a chance of acquiring innovative since they would be delighted to show their peers of new exploits they have discovered in the game. The creative trait gained in gaming could be useful both in formal classwork and in society. Digital games are swift; hence a player has to be faster and accurate in decision-making. With continuous playing, the participant becomes creative and can make decisions within a short time. Playing video games improves intelligence thriving from the fact that every time feedback is immediate. Those involved will learn to respond to situations as immediately as possible. The whole idea of programming a game inspires children to do more in classwork as they look forward to being involved in the game-making process.
Video Games and Emotional Stability
Video games play a vital role in improving a person’s mood. Young children can reduce their disturbances emotionally by playing video games (Johnson et al., 2013). The autonomous sensation, when one is playing, creates a feeling of being in control. Winning a game raises confidence as the player tends to believe in his thoughts.
Through games, a person with ordinarily low self-esteem will have the ego restored, and confidence rejuvenated because of the sole responsibility to control the game individually. Somebody who has been failing on other activities may regain composure through video games as it brings back a sense of achievement. Furthermore, gaming raises an individual’s ability to relate both in the video and in a real-life situation. Besides, it causes mental relaxation after a long day’s work. Gaming is known to play an essential role in reducing stress by diverting a person’s thoughts from the straining situation—engagement and concentration in a video game help reduce anxiety among children.
Repeated disappointments resulting from frequent failures in the game result in children developing resilience in their emotions. The patience learned during the play is more likely to be portrayed in everyday life. Those participating in the game need to keep up with the rest; therefore, one develops a competence (Johnson & Gardner, 2010). The unconsciously developed competence is significant in handling societal challenges later on in life.
Video games are not associated with a particular gender; therefore, children playing together will realize the need to appreciate the opposite sex counterparts’ presence and learn to live harmoniously together. Some games contain entertaining scenes; therefore, a person playing a video game tends to be happier than someone not taking part in the play (Bur et al., 2020). Video gaming builds a skill of solving problems swiftly within a player. A person who plays regularly conceptualizes issues promptly. Playing with other children helps kids to learn how to live with others in peace. Besides, children learn to be responsible as they take care of each other while playing.
Children’s wellbeing is improved when they know that they control the game and can manage without parent’s guidance on how to play. People who play frequently learn to manage their temper through repeated failures. They hope to do better in the following round of the game. Kids who play video games are more likely to improve their character as they try to identify themselves with the best personalities in their games. The change is often positive as good characters attract the attention of the children.
References
An, Y. J. & Cao, L. (2017). The effects of game design experience on teachers’ attitudes and perceptions regarding digital games in the classroom. TechTrends, 61(2), 162-170. Retrieved from https://www.westga.edu/share/documents/pubs/000302_1251.pdf
Burr, C., Taddeo, M., & Floridi, L. (2020). The ethics of digital wellbeing: A thematic review. Science and engineering ethics, 1-31.
Daramus, A. (2020). Video games can be used as a therapy – here’s how. Retrieved from https://www.psychreg.org/video-games-therapy/
Granic, I., Lobel, A., & Engels, R. (2014). The benefits of playing video games. Retrieved from https://www.apa.org/pubs/journals/releases/amp-a0034857.pdf
Griffiths, M. D. (2002). The educational benefits of videogames. Education and health, 20(3), 47-51. Retrieved from http://irep.ntu.ac.uk/id/eprint/15272/1/187769_5405%20Griffiths%20Publisher.pdf
Johnson, D., & Gardner, J. (2010). Personality, motivation, and video games. In Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction (pp. 276-279). Retrieved from https://dl.acm.org/doi/abs/10.1145/1952222.1952281
Johnson, D., Jones, C., Scholes, L. & Carras, M. (2013). Videogames and Wellbeing, Young and Well Cooperative Research Centre, Melbourne. Retrieved from https://www.researchgate.net/publication/251478450_Videogames_and_Wellbeing_A_Comprehensive_Review
Johnson, D., Jones, C., Scholes, L., & Carras, M. C. (2013). Videogames and wellbeing: A comprehensive review. Retrieved from https://eprints.qut.edu.au/105915/
McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. TEEM (Teachers evaluating educational multimedia), Cambridge.
Oe, H. (2020). Discussion of digital gaming’s impact on players’ wellbeing during the COVID-19 lockdown. Retrieved from https://arxiv.org/abs/2005.00594