|Essay type:||Argumentative essays|
|Categories:||Video games Intelligence Child development Essays by pagecount|
Indeed, the aspect of video gaming being good or bad has created attention since the introduction of the first video game. In today's generation, video games play a crucial role in the growth and development of children. After reaching home from school, most teenagers spend most of their time playing video games until late hours (Bavelier et al., 764). They prevent themselves from getting enough sleep, miss completing their homework and assignments, and worsen their health conditions. Globally, most people believe that playing video games can positively affect the lives of those who play them, whereas other individuals have strongly disagreed. For instance, most individuals argue that video gaming enhances physical, mental, emotional, and social development, enabling gamers to overcome various challenges of digital life (Prot et al., 2010). On the other hand, it is currently typical to hear issues concerning increased crime rates committed by gamers, particularly teens, to recreate various scenes from such video games they play. Even though video games may assist in motivating and relaxing the brain, it is still regarded as harmful to human health and development due to their tendency to increase violence among gamers.
First, the constant playing of video games allows gamers to admit what exactly is conservatively as well as morally dismissed. Usually, cruel video games provide an extraordinarily hostile and bloody environment (Bavelier et al., 765). These brutal video games are typically based on the perception that killing other people is a great achievement. Moreover, they educate the gamers on how to disregard life by taking a gun and shooting it at other individuals, and therefore, putting together into their lives being that hostility is a social, cultural belief and norm that everyone acknowledges and praises (Desai et al., 1415). Furthermore, some video games like GTA, teach gamers on how important it is to disregard any authority by typically adding more points for those people who have managed to escape the police officers or even try to shoot and kill some.
Generally, those particular video games brainwash children to think that people in authority are unfortunate individuals, when, in a real sense, they are not (Bavelier et al., 766). Hence, these gamers are no longer feeling the importance of the law enforcing authorities and their officers or the laws themselves for that sake. Specific research studies argue that hostile video games portray two elements: disrespect of human or other animal's life, and desensitization to criminal acts (Prot et al., 2011). These games also educate teenagers on various skills created to conduct criminal acts due to the increased accuracy, which is called entertainment.
Aside from the moral aspects, overexposure to hostile video games may lead to the growth of lousy clash and conflict resolution capabilities. Playing these video games enables gamers to convey their feelings, including anger, pain, happiness, and joy, via hostility as well as aggression. The players only develop a similar hostile technique of solving issues and lose the communication aspect (Desai et al., 1417). Therefore, they choose to carry out physical abuse to indicate their friends or relatives that they are disturbed or annoyed by them. In a research finding conducted based on the effects of video games among teenagers, the outcome indicated that playing hostile video games enhances angry thoughts, violent behavior, and minimizes assisting behavior, empathy, and compassion for other individuals (Prot et al., 2012). In another finding, about 160 university learners were randomly assigned to play one of the hostile video games, neutral video games, or maybe pro-social video games, whereby assisting behavior to others was needed (Desai et al., 1420). After gaming, the learners finished the task whereby they could either support or cause harm to another learner. The result indicated that those students who played violent video games caused a lot of damage to other learners. In contrast, those who played the pro-social video games were more willing to assist one another.
It also argued that video games much help in brain stimulation and relaxation, and as a result, sharpen the individual's brain and relieve it from anxiety and stress. This argument is the total truth; nevertheless, playing video games has also led to a reduction in some of the brain (Prot et al., 2014). Some research findings have emphasized the particular parts of the brain of the gamers of hostile video games respond depending on different situations. Whereas firing a gun or any other crude weapon and later on, the players indicated less event in the rostral anterior cingulated cortex (RACC) as well as amygdale (Desai et al., 1423). Since the close interaction between these two parts of the brain is related to resolving various emotional struggles, their decreased performance could show the containment of the emotional answer to witnessing the outcomes of conducting cruel actions. Hence, the higher the experience with the brutal video games, the lower the activation of some parts of the human brain for thinking, learning, emotional control, and reasoning (Bavelier et al., 767). Therefore, playing video games among teenagers should be reduced by the relevant authorities since it enhances immorality and development of criminal acts among youths in the society.
Generally, video games have become crucial aspects of this digital era. Even though they stimulate and relax the brain from anxiety and stress, they continue to increase the crime rate among the youths who play them. Surprisingly, most teenagers worldwide are negatively influenced by video gaming in this era of technological advancement, which prevents them from getting adequate sleep and completing their homework and affects their health conditions. However, due to strong addiction, it may be tough to stop the influence.
Bavelier, Daphne, et al. "Brains on video games." Nature Reviews Neuroscience 12.12 (2011): 763-768. https://www.nature.com/articles/nrn3135
Desai, Rani A., et al. "Video-gaming among high school students: health correlates, gender differences, and problematic gaming." Pediatrics 126.6 (2010): 1414-1424. https://pediatrics.aappublications.org/content/126/6/e1414.short
Prot, Sara, et al. "The positive and negative effects of video gameplay." Media and the well-being of children and adolescents 109 (2014): 2010-2014. https://books.google.com/books?hl=en&lr=&id=bziTAwAAQBAJ&oi=fnd&pg=PA109&dq=negative+effects+of+video+gaming&ots=Z8HlrU7z16&sig=CTumLj--YYAQVtX9oZDG4KExBcs
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