Does the extensive use of computer/video games have an adverse impact on the health of young people? When reading through the question quickly it is easy to assume that the answer is yes. However, to full understand the topic analysis and research needs to be done in these three main areas. These areas are: the medical and behavioural evidence that takes a stance against the use of video games, the point of view from the gamers and gaming industry, as well as the medical and behavioural experts that favour video games as a means of mental and educational development. Such a loaded question requires a detailed and in depth research from current articles and journals that considers both sides of the argument granting them and their opinions agency before coming to a final conclusion that is reliant upon the facts found within the research.
As mentioned previously, the easiest conclusion to the posed question would be a definite yes and this conclusion is shared by most in the medical and educational professions. Barrie Gunter states in The effects of video games on children: the myth unmasked that, “…the role of video gaming in the lives of children and teenagers can be destructive for both their physical and mental health, a problem that needs to be rectified” (p. 74, 1998). The negative physical and mental impacts that have been link by professionals to excessive video gaming include but are not limited to childhood and ongoing obesity, diabetes, depression and the development of a reclusive nature, RSI (Repetitive Strain Injury), OCD (Obsessive Compulsive Disorder) and addiction/misperception of reality and are the primary reason for the general disapproval of video gaming (Eunson, 2009 pp.347). In addition to this while many people and professionals in this category disapprove of the use of video and computer games all together there is still evidence that they acknowledge that in moderation it is an acceptable means of entertainment and sometimes education (Boyle & Hibberd, 2005 pp.36-37).
In a debate about the affects of excessive gaming, a voice should obviously be thrown to the actual people involved: the gamers and the gaming industry. Because research consistently shows that “most popular video games are violent and because of the potential harm to children, youth and society of this negative influence” (Dill, 2007 pp.3), much video game research has focused on the effects of violent video games. However, the believe shared by many gamers, parents of gamers and of course the industry itself is that “games with positive content show positive effects” (Vedantam 2011). For example, playing a dancing video game can help children lose weight and devices like Wii and the Nintendo DS have been proven by the same people that condemn such devices to aid and a better learning from early childhood to adulthood. One person who agrees with this theory and relates it to the belief of society’s continual moral panic is Associate Professor and self confessed gamer Christopher Ferguson who writes in his article ‘Video games are not the enemy’:
“Social panics have surfaced over everything from waltzes, jazz music, Elvis Presley and comic books to Harry Potter, Dungeons and Dragons, rap and now video games. Nothing came of those panics and nothing is coming of video games” (2011).
Interestingly enough when investigating the ‘Against’ counter-argument from medical and behavioural research groups that believe that children’s use of video games ”may improve a player's manual dexterity and computer literacy” (Gentile et al. p. 19, 2004). These people reason that the use of video games can be beneficial in assisting with behavioural issues, mental health and in some cases physical issues in children. Some even recognise the use of computer and video games as a viable tool in learning literacy, numeracy and combating ethical and moralistic issues. For instance Dr John Irvine demonstrates his beliefs on the matter in Thriving at School, “There is little doubt that the multimedia nature of computer games can make a maths drill fun and encourage and promote all sorts of learning and thinking in our children” (2000). Deepa Kartha who shares Dr Irvine’s view also adds that moderation and supervision is crucial in helping video gaming remaining a feasible and beneficial learning tool, “…use computers and video games wisely to complement the basic learning activities that concerned parents have pursued in the past” (2011, pp. 26)
Video games have both positive and negative effects on health. The effects however vary immensely depending on the types of games played and the frequency of play (Damien 2010). Certain adverse effects can be caused by other factors in conjunction with excessive play of games, but can usually be corrected by living a healthier lifestyle (i.e. regular breaks and mixing video/computer gaming in with other ‘active’ activities). The positives of the effects of video games on health also vary depending on the type of game played and its frequency. However, as the evidence above shows that despite their differences, all research parties included in this research agree that, as Williams says, like everything else we do moderation is key (2011). In conclusion, after reviewing the research throughout and considering all opinions it seems that yes, extensive use of video and computer games impact the health the health of children and teenagers both mentally and physically. However the solution to this problem is that moderation and supervision is essential to the constructive use of video gaming within the lives of children and teenagers to avoid these troubles associated with excessive gaming.
Reference List
Boyle, R & Hibberd, M 2005, ‘Review of research on the impact of violent computer games on young people’, vol.13 , no.2 , pp. 36-40 , viewed 17 October 2011, via Google Scholar.
Damien, D 2010, How video games affect health, viewed 15 October 2011, <http://www.gameinnovator.com/health.php>.
Dill, K 2007, ‘The influence of video games on youth’, Implications for Learning in the New Millennium, vol. 26, no. 2, pp. 3-19, viewed 15 October 2011, via JSTOR Databases.
Eunson, B 2009, Communicating in the 21st century, Wiley Publications, Milton, Queensland.
Ferguson, C 2011, Video games are not the enemy, viewed 15 October 2011, <http://www.abc.net.au/unleashed/55382.html>.
Gentile, D. A., Lynch, P., Linder, J. & Walsh, D. 2004. The effects of violent video game habits on adolescent hostility, aggressive behaviours, and school performance, viewed 24 September 2011, via Journal of Adolescence.
Gunter, B 1998. The effects of video games on children: the myth unmasked, viewed 24 September 2011, via Google Scholar.
Irvine, J 2000, Thriving at school: a practical guide to help your child enjoy the crucial school years, Simon and Schuster, Roseville, New South Wales.
Kartha, D 2011, Effects of video games on children, viewed 15 October 2011, <http://www.buzzle.com/articles/effects-of-video-games-on-children.html>.
Vedantam, S 2011, It’s a duel: how do violent video games affect kids?, viewed 15 October 2011, <http://www.npr.org/2011/07/07/137660609/its-a-duel-how-do-violent-video-games-affect-kids>.
Williams, M 2011, Video games: Addiction and Medical Issues, <http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=295&id=2375>.
