Video games

Junior (College 3rd year) ・IT & Technology ・MLA ・5 Sources

At times, video games are exciting and exhilarating, but they can also be annoying and monotonous. However, this is heavily dependent on the video game and the gamer. What excites one person could not thrill another. Frequently, video games make the player a potential target for harm. This frequently results in the arousal of an individual's aggressive cognition as well as an increase in the individual's bodily arousal (American Psychological Association, 2010). From this vantage point, it follows that both parents and creators must evaluate the potentially detrimental impacts that these games may have on children and society as a whole.There is no clear evidence on the link between video game violence and aggressive behavior in children. However, as much as a hard link does not exist, it does not mean that there is no link. Amid the controversy and speculation among scientists, there is an undeniable effect that a video game has on the aggressive nature of a person, however brief (Kooijmans, 2004).

Recommendations to Parents

Parents should do the following to mitigate the potentially harmful effects that video games may have on their children; Enforce the rating imposed on the various video games. Often, developers rate their games. To do this, they submit their games to rating boards such as the Entertainment Software Rating Board (ESRB). The ratings of these boards aim to provide objective information on the contents of the rated video game. Parents can then make informed decisions with regards to their children. For example, a game rated “E” is generally suitable for everyone regardless of their age. On the other hand, a game rated “T” is appropriate for teenagers as well as individuals aged above the teenage hood bracket. It is however not suitable for pre-teenagers (Kutner, 2008).

Parents can play alongside the children so that they can guide the children through the games. Playing a violent game in isolation can heighten the aggressive feeling while playing with a familiar person makes it more comfortable. When the feelings are shared in the form of cheers and shouts, they can be released rather than kept on the inside. This provides the children with an activity to complement the game and provides an opportunity for socializing while playing. These divert attention and help disperse the rising aggression (Spear, 2000).

Recommendations to developers

Rating of games appropriately is important for the developers. This involves submitting the game to the rating board for a rating. This rating helps parents make informed decisions pertaining to the content that is appropriate for their children. As a matter of fact, this makes it easy for the games to be monitored electronically (

Disclaimers and warning notice strategically placed in video games. As much as a child may play a violent game, a disclaimer stating that the game is fiction and should be tried at home can help a great deal. It helps intercept the brain as a constant reminder that the game is virtual.

Make the violence impersonal. This is a recommendation that can be tricky to implement. However, children games should not have blood and aggrieve or suggestive language. Blood and coarse language can make the scenario personal, especially when the graphics are vivid and up-close. This is largely covered by the rating provisions by the rating boards. The emphasis here is on the disclaimer, which several developers tend to leave out.

Works Cited

American Psychological Association. (2010). Violent Video Game Effects on Aggression,Empathy, and Prosocial Behavior in Eastern and Western Countries: A Meta-Analytic Review. Psychological Bulletin , 151–173 . (n.d.). ESRB Ratings Guide. Retrieved January 06, 2016, from

Kooijmans, A. (2004, December). Effects of Video Games on Aggressive Thoughts and Behaviors During Development. Retrieved January 06, 2017, from

Kutner, L. (2008). Grand Theft Childhood: The Surprising Truth About Violent Video Games and What Parents Can Do. Simon & Schuster; English Language edition.

Spear, L. P. (2000). Neuroscience and Biobehavioral Reviews, 24. The adolescent brain and age-related behavioral manifestations , 417-463.

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