Week 16: Literature Review

Literature Review

             There is much controversy on the subject of video games. Many people have vastly different viewpoints on the effects of video games on its players. Although the research is by no means exhaustive or conclusive, there has been recent research that suggests video games cause aggression in avid gamers.

            “The research falls into three categories: short-term laboratory experiments; longer-term studies, often based in schools; and correlation studies—between playing time and aggression, for instance, or between video game sales and trends in violent crime” (Carey, 2013). The majority of short-term studies state that violent video games cause an increase in aggression over a short period of time after the stimulation occurs. Most short-term studies involve a gamer playing a violent video game for 15-20 minutes in a day and then observing their reactions to certain scenarios. However, recently a study that lasted over 3 days found that hostile expectations and aggression increased in people who played violent video games, as compared with those who played non-violent ones. “Violent video games do cause an increase in aggression and the effects are cumulative and can be relatively long-lasting” (Hasan, Begue, Scharkow, & Bushman, 2012). This experiment showed the effects of violent video games increased daily while the non-violent video games caused a constant or decrease in aggression or hostile expectation.

“You are linked to the violent character. If it's a first-person shooter game, you have the same visual perspective as the killer. You get points when you kill people. If you kill enough people, you get to advance to the next level of the game. You are also rewarded through things that you might hear. If you kill somebody, maybe you hear, "Impressive, nice shot, you are tied for the lead." And you hear these -- praise, and we know that reinforcement increases the probability of behavior” (PBS Newshour, 2013).

There is a cultural of violence in society. We have accepted violence as a norm and have become desensitized to it in our culture. Violent video games is often accepted as a means of channeling aggression. However, research shows it as a catalyst for aggression. Society doesn’t know any better because media outlets bombard us with commercials, ads, e-mails and e-cards full of violence that it is socially acceptable to shoot human characters in a video game, and sometimes, the more violent, the better. A study involving juvenile delinquents, who had done on average 9 serious acts of violence, showed that both the frequency of play and affinity for violent video games were strongly associated with violent and delinquent behavior. “Researchers point out that juvenile offenders have several risk factors that influence their behavior. The next step is to build on this research to determine what combination of factors is the most volatile and if there is a saturation point” (Iowa State University, 2013).

“The research regarding media and its effect on aggressive behavior has evolved over the past 60 years, from television to video games. Although the media outlet may have changed, the results have remained consistent in showing that there is some significance in the hypothesized relationship between violent media exposure and increased aggressive behavior with several studies refuting this hypothesis” (Prokarym, 2012).

Video games influence behavior, because players are involved mentally, emotionally, and sometimes physically (feeling the vibrations as they’re shot, as well as the noises of the wounded or fallen). It is not a constructive release of aggression, but a motivator. Players are rewarded for their killings or the way they commit the act of violence. In our society, we should not promote violence, but discourage it. Violent video games desensitizes people and promotes inhumanity.  The research clearly states the correlation between video games and violent tendencies.  There are many people and companies who try to dissuade video game companies from promoting their violent games during certain hours of the day, so as not to entice children; however, even that has become a struggle because of the Freedom of Speech Amendment. Society needs to change soon, if there is any hope for the future.

            However, there are many people in support of violent video games, such as Congresswoman Nancy Pelosi. House Minority Leader Nancy Pelosi took a firm stand in her proclamation that “better gun laws may go a longer way towards curbing violent behavior”, rather than banning violent video games (Honorof, 2013). Congresswoman Pelosi backs her proposal by referencing Japan’s statistics. Japan has the most violent video games in the industry; however, they have the lowest death, or mortality, rate. She contributes this to the possibility of “good gun laws”.

            Moreover, there are statistics showing that the murder rate in America has dropped significantly over the last few decades. “In fact, 2011 marks the lowest murder rate since stats have been kept, beginning in 1960. The highest murder rate was actually in 1980, a year not known for its gaming acumen” (Fleming, 2013).  With this being said, the argument can be made for the lack of effect violent video games have on avid gamers. People who promote these games say that it is a way to release aggression through an alternate world. Instead of violence being performed in real-life situations, they are acted out in a fake reality.

            The US News and the University of Maryland’s Independent Student Newspaper have featured articles that refute the accusation that violent video games cause aggression.

“In fact, past research conducted on the link between violent video games and physical violence never appears consistent, which is why the U.S. Supreme Court ruled in 2011 that violent video game content could not be regulated by governments and was constitutional under the First Amendment” (Carlson, 2013).

The article goes on to further state the irresponsibility of lawmakers to use multi-media as scapegoats to explain the violence that is shown in the US today. “According to FBI statistics, youth violence has declined in recent years as computer and video game popularity soared” (Gallagher, 2010). Parental controls are built into all current-generation game consoles, so that the parent’s standards can be enforced. Many lay claim to the fact that it is poor parenting that causes an increase in aggression. If violent video games cause certain individuals to become excited with emotion—in the form of aggression—then it is the parent’s right and responsibility to monitor their child’s behavior and game consumption.

It is an ongoing controversy, in regards to the effects of violent video games. Many people state that the research on violent video games proving ill-effects was done with inaccurate testing. However, through observations and controlled testing researchers have proven that violent video games heighten emotional aggression after playing for at least 15 minutes. This is a controversy that will not go away in the near futures, especially with the advancement in technology and the increase sales of violent video games. The makers of such games will always fight for their right to sell the products to whom they wish, while advocates of children will defend innocence and vote to make parents aware of the negative effects of violent video games.

This argument all comes down to choice. The parents or guardians have the right to monitor and/or limit their child’s intake of violent video games, as well as, their responsibility to promote acceptable behavior while discouraging aggression. It all comes down to parenting. Video game makers will always have violent video games on the market. However, a parent/guardian doesn’t have to buy it for their child, or allow that child to play it.

 

 

Works Cited

 

Carey, B. (2013, February 11). Shooting in the Dark. The New York Times. Retrieved April 19, 2013, from http://www.nytimes.com/2013/02/12/science/studying-the-effects-of-playing-violent-video-games.html?pagewanted=1&_r=2

Carlson, C. (2013, April 8). Don’t blame violent video games. Retrieved April 30, 2013, from The DiamondBack: http://www.diamondbackonline.com/opinion/article_8b3f4b16-a0bd-11e2-a640-0019bb30f31a.html

Ferguson, C. J. (2013, February-March). Violent Video Games and the Supreme Court. American Psychologist, 68(2), pp. 57-74. doi:10.1037/a0030597

Fleming, R. (2013, January 20). Defending violent video games: The ‘NRA is not your friend’ edition. Retrieved April 30, 2013, from Digital Trends: http://www.digitaltrends.com/gaming/defending-violent-video-games-the-world-isnt-that-bad-edition/

Gallagher, M. D. (2010, May 10). Video Games Don’t Cause Children to be Violent. Retrieved from US News: http://www.usnews.com/opinion/articles/2010/05/10/video-games-dont-cause-children-to-be-violent

Hasan, Y., Begue, L., Scharkow, M., & Bushman, B. J. (2012, November 22). The More You Play, the More Aggressive You Become: A Long-term Experimental Study of Cumulative Violent Video Game Effects on Hostile Expectations and Aggressive Behavior. Journal of Experimental Social Psychology(49), pp. 224-227. Retrieved April 19, 2013, from http://fallenapple.biz/Articles/Bushman_More%20You%20Play.pdf

Honorof, M. (2013, February 11). Congresswoman Defends Violent Video Games. Retrieved from The Escapist: http://www.escapistmagazine.com/news/view/122050-Congresswoman-Defends-Violent-Videogames

PBS Newshour. (2013, February 19). Can Violent Video Games Play a Role in Violent Behavior? Retrieved April 19, 2013, from http://www.pbs.org/newshour/bb/social_issues/jan-june13/videogames_02-19.html

Prokarym, M. (2012, December). The Effect of Video Games on Aggressive Behavior in Undergraduate Students. Retrieved April 19, 2013, from https://dspace.uta.edu/bitstream/handle/10106/11536/Prokarym_uta_2502M_11974.pdf?sequence=1

 

 

Week 13: Activity One

Topic:

What is the relationship between video games and violence?

Reference List:

Carey, B. (2013, February 11). Shooting in the Dark. The New York Times. Retrieved April 19, 2013, from http://www.nytimes.com/2013/02/12/science/studying-the-effects-of-playing-violent-video-games.html?pagewanted=1&_r=2

Ferguson, C. J. (2013, February-March). Violent Video Games and the Supreme Court. American Psychologist, 68(2), pp. 57-74. doi:10.1037/a0030597

Hasan, Y., Begue, L., Scharkow, M., & Bushman, B. J. (2012, November 22). The More You Play, the More Aggressive You Become: A Long-term Experimental Study of Cumulative Violent Video Game Effects on Hostile Expectations and Aggressive Behavior. Journal of Experimental Social Psychology(49), pp. 224-227. Retrieved April 19, 2013, from http://fallenapple.biz/Articles/Bushman_More%20You%20Play.pdf

Iowa State University (2013, March 26). Violent video games are a risk factor for criminal behavior and aggression, new evidence shows. ScienceDaily. Retrieved April 20, 2013, from http://www.sciencedaily.com­ /releases/2013/03/130326121605.htm

PBS Newshour. (2013, February 19). Can Violent Video Games Play a Role in Violent Behavior? Retrieved April 19, 2013, from http://www.pbs.org/newshour/bb/social_issues/jan-june13/videogames_02-19.html

Prokarym, M. (2012, December). The Effect of Video Games on Aggressive Behavior in Undergraduate Students. Retrieved April 19, 2013, from https://dspace.uta.edu/bitstream/handle/10106/11536/Prokarym_uta_2502M_11974.pdf?sequence=1

Double Entry Journal #11

“If children have enough time to go through the cycle only once, they’ll miss out on the most important part of the creative process.”

First of all, I'm amazed that the students were able to articulate to others the processes they used to create their projects. I never thought about Kindergarten having a different approach to learning than the other grade levels. However, if I think about it. I've never heard anyone say that they didn't enjoy Kindergarten or that they never learned anything during that time. All I hear is how students wish they could go back to Kindergarten. This research article was a good idea.

It is essential for students to go through the "Kindergarten process" more than once. If they don't, then they may be stuck with failure, or stuck with an end result that is less than their full potential. Constant revision and advice is neccessary to become better at anything. I love to learn with someone, because we are able to bounce ideas off each other and learn from one another. Students aren't given this option very often in school. Teachers are too afraid of students' lack of effort to allow collaboration on projects and papers.

Other Resources:

I liked the following resource, because it talks about what active learning is and how you can use it within a classroom and in online courses. It also discusses how active learning relates to Bloom's Taxonomy and why it is so important.

NWIACOMMCOLLEGE. (2011, February 8). What is Active Learning? Retrieved from Youtube.com: http://www.youtube.com/watch?feature=player_embedded&v=UsDI6hDx5uI

Week 12: Activity Two

1. What:

What is your project?

 

          My project is called Math Resuce. Dr. Pi is an evil madman who placed a bomb at a local party school to rid the world of ignorance. The player must find the bomb, wind his way through the traps, and diffuse it correctly.

How does it work? 

          The player has to find the bomb, go through mazes by finding the correct answer to each maze's equation problem, put the answers in the correct order and type them into the key pad, and pick the color that wasn't seen through the maze. Doing all this will diffuse the bomb and rescue the students.

How did you come up with the idea?

          Equations are one of the hardest things students learn in Algebra I. I wanted to create a game that would allow them to practice this topic while having fun, and who doesn't like a good adventure? I also had some inspiration from the game I linked to on my blog. It inspired me to do the maze game.

2. So What:

What was your process for developing the project?

 

          I just created the game with one screen at a time. This way, I could make my story board and fix any bugs as I was going through it. I would make a screen, then play the game and see if it turned out the way I wanted, if not, I fixed it.

 

What was interesting, surprising, or challenging? Why?

 

          The most challenging part was trying to get my mazes to switch to the next level after the first one was complete. I was stuck on that problem for days. It would go through the first and second maze and then loop back to the first maze. I asked my peers, but no one could help me. So, I finally had to make different sprites for each maze. That fixed the problem.

 

What did you learn?

 

          I learned not to give up. When something is not working, it's good to step away for a little bit and then get back to it. It gives your brain time to relax and think clearly without being frustrated. The more frustrated you are, the more you are willing to quit.

3. Now What:

What are you the most proud of about your project?

 

          I was able to fix all the bugs and problems I had, and the game is complete with minimal to no flaws. I don't want to say there is no flaws because that's usually when someone finds something wrong. I'm also glad that it works and looks like an actual game that someone would like to play.

 

What would you change?

 

          I may put more math at the end of the project, rather than just during the mazes. That would make the game a lot longer and probably more complicated. However, I'm very happy with my project.

 

What do you want to create next? Why?

          I would like to create a game that has the player more involved with learning equations. This game would be the game students would play prior to the one I created for this class. However, I personally wouldn't want to create it, becasue that would take a lot of time and patience. I'm not a very patient person.

Principles of Good Games and Good Learning:

Identity--players inherit the identity of a secret agent and bomb difuser
Interaction--when a player makes a decision, then something happens that allows them to proceed, as well as continue with the plot and story line.
Production--I don't have this in my game, but allowing players to co-design would be a good idea--if I knew how to do that in Scratch.
Risk-Taking--players risk making the wrong desicion and blowing the bomb up, which would send them back to the beginning
Customization--if I had more time, I would include different difficulty levels, so that the player can choose which one they'd like to attempt
Agency--players are in charge of what happens in the game. They control the outcome by what decisions and knowledge they have within the game.
Well-Ordered Problems--in my game, there is well-ordered problems; however, if I had more time and better skills in Scratch I could have made the transitions between the problems smoother
Challenge and Consolidation--my game has a set of problems that the players must solve. Then when they get to the bomb they have to figure out how to diffuse it.
Just in Time and On Demand--my game gives information "just in time"; however, if I had more time I could set up my game so that they can revisit the information for the "on demand"
Situated Meanings--I feel I could do better if I learned how to create situated meaning in a video game
Pleasantly Frustrating--my game isn't a walk in the park. There are a series of problems that have to be solved, before a challenge of memory to diffuse the bomb. However, if you get something wrong it doesn't send you clear back to the start menu.
System Thinking--I don't really have anything that could make the player think of the consequences of their actions that affect others. I'm not sure how I woud do that either.
Explore, Think Laterally, Rethink Goals--My maze problems allow students to think laterally and thoroughly before moving on. I could probably make this better with time, because there is no exploration.
Smart Tools and Distributed Knowledge--I believe the knowledge in the game is distributed between the player and virtual character sufficiently. The player doesn't need to know how to actually diffuse a bomb.
Cross-Functional Teams--There is no cross-functional teams, unless you count your virtual secretary; however, I'm not sure how that would work with my game if I included cross-functional teams
Preformance Before Confidence--players are able to learn as they go. I've created the game in a way, such that if a wrong answer is given, it doesn't take you back to the start menu. The player just has to re-do that level.

Double Entry Journal #10

“But, gaming cannot or should not be conceived as something which in and by itself will make learning more meaningful, fun or pleasurable.”

            I think gaming in itself does make learning more fun and pleasurable, but I agree that gaming should not be the only tool utilize in a classroom. Kids need more than just games and interactive playing situations that enhance instruction and learning. Students need one-on-one and sometimes direct instruction to help advance the learning and understanding of a concept. Yes, games can make learning more meaningful, fun and pleasurable. However, a class should not be focused around games. It should be focused around the experience of learning through multiple means.

“There is some evidence indicating that students do better when learning tasks are embedded in a context of gameplay rather than, for example, a paper and pencil test.”

            Students are able to be creative and interactive with learning when playing a game, rather than the cut and dry method of paper and pencil. Games give a more summation approach to preparing students for the next topic/concept (students are not able to advance to the next level, if they have not mastered the level that they are on). Paper and pencil tests are just pass and fail, while gaming allows for repetitive attempts at a level they haven’t mastered yet. Personally, I believe the education system should be set-up like this. A student has to repeat a “grade” until he/she has mastered the concepts for that “level” of learning.

“When the focus is on the activity, gameplay is constituted as something you do and not something you just read or watch.”

            Games allow students to be an active part of learning and not just absorbers of it. If students are involved in their learning, they are more engaged and apt to want to learn more. Learning is contagious, when a student feels accomplishment and pride in what he/she has been able to master. I believe when we took away reward-day from schools, we took away the small accomplishment for perfect attendance record or 4.0 GPA. People, not just students, want to be rewarded for what they have done. Recognition is the number one motivator of people.

Other Resource:

I chose the video below because it talks about the 21st Century tools and technology and what it means to teach in this growing digital world. It also discusses the fact that students need to have the freedom and ability to create and explore, instead of given the information they need to memorize for the test.
 

Mathipedia. (2010, October 24). Teaching in the 21st Century. Retrieved from Youtube.com: https://www.youtube.com/watch?v=OTIBDR4Dn2g

Week 11: Revisions

Learn more about this project

Revisions:
I added music to my game and sound effects. As well as, changed the third screen of the maze, so that the math was correct.

Double Entry Journal #9

Why should programming be part of school curriculum?

 

            Computer programming allows all subjects and content to be taught or emphasized to students. It is a resource that captures and engages students’ creative and imaginative thinking into a learning experience. ”Youth report a wide range of connections to traditional subject areas such as math, reading, science, and foreign language learning in addition to strong connections to the arts.” I believe that students often miss the opportunity in school to be creative, especially when learning or expressing content-comprehension.

 

What are the barriers to implementing programming in schools?

 

Some barriers to implementing programming in school are funding, lack of knowledge, and lack of support from teachers. “Within educational contexts, others have examined classroom practices of teachers to understand the lack of computer use in schools.” Most teachers don’t use computers in lessons for lack of resources. Computer labs are often taken for testing or other classes, such as College Algebra/College Trig, repeater courses, and transition courses. I believe that the majority of teachers, students, and parents don’t understand the complexity and mechanics of programming. This leads to a barrier for integrating such skill within the classroom because of ignorance to the effects and benefits of programming.

 

How can barriers to implementing programming in schools be overcome?

            These barriers can be overcome by having Professional Development that allows teachers to learn programming skills and discuss the benefits of integrating it within the classroom. Also, there are free programming tools/websites, such as Scratch, that will allow students to program without cost to the school. Moreover, “projects like these eliminate barriers between high and low pop cultures by taking an urban youth culture theme and reinventing it using high status knowledge, such as software design.” Programming breaks barriers for students. It levels the playing field for all students involved to create something that is meaningful/educational.