I loved video games, I liked video games, I hated
video games, I quit video games, I hated video games, and now I like video
games. There lies a large chunk of my life in a nut-shell. Honestly, I cannot
claim to still hate video games – I still enjoy digging out my Nintendo 3DS on
a dull afternoon – but as it takes a girl many years to forgive and
return to her once-abusive boyfriend, an enormous amount of time passed before
I could even glance at a video game. I knew its tormenting power. Sadly,
however, when video game addicts struggle with their addiction, they seldom
realize that such a struggle even exists in them. As they pour their hours into
blasting barbarians, seizing fortresses, and lunging through levels, they
rarely realize its effect on their health, their school, and their moods.
Televisions have filled up living rooms and theatres for a decent slab of time now, receiving much criticism, and video games inflict mental states similar to that of watching television. After all, whether sucked into a movie, television show, or video game, the person still stares at a lit and moving picture. Doctor T. Berry Brazelton, a renowned physician, brought attention to what he called the “shut down effect.” On the screen, the lights and focuses of the pictures shift constantly; this assaults the senses of the viewer and sags him or her into a sleep-like state. Post-game, players often function passively, highly fatigued from the work their senses endured. Also, as gamers adapt to the constant grinding of their senses, they start viewing the real world as dull, and they often adopt an impatient and low-attention-span nature.
So, while the simple act of staring at a lit and moving picture already poorly impacts the viewer, video games impact in even more ways than that. Supported by psychological studies, observation, and personal experience, I can honestly claim that video games often result in the neglect of school. Obviously, the more time a student invests in gaming, the less time remains for him or her to school. Quite often, students burn through their free time and let their games creep into school time. Accused of this, gamers aggressively defend themselves, flinging their fists into the air with fury, claiming they finish their work just fine; but they hide the fact that they often must neglect sleep to do so. Back when I played, I remember gaming away for an entire afternoon and into the night, then foolishly trying to confront my homework at midnight. Seldom would I crawl into bed before three of four in the morning. Because of this, students yawn and drag the next day, and tend to perform terribly on their work, for they view their work as an obstacle which blocks their path to bed, and they merely desire to brush it aside as quickly as possible, rather than tentatively delve into it. In addition to its stymies on school through sleep deprivation, video games can also affect school in a much more direct way; they suck out all of its color. Gamers addict to the feeling of power which the games provide. The games move fast and provide the players experiences they could not experience in the real world, and so the gamers begin viewing their school as dull in comparison.
Many parents can relate to the scene of shutting off the gaming system for dinner and his or her child screaming with rage. Such a scene represents the sickness games can infect into moods. For a first example, the classic debate of violent games pops in. Do violent games encourage bad behavior? Many video games allow the players to harm others, sometimes frequently, reward the harm, portray the harm as humorous, portray the harm as the “fun” way to play the game, and rarely offer realistic consequences to violence. All these things condition players to favor violence, and such players often start trending towards more aggrieve an antisocial behaviors. Video games also implant the mindset that if a problem troubles, blast it away; if a level challenges, shut off the consul. In older days, popular hobbies, such as hunting or fishing, encouraged patience and work, but video games obliterate real-world patience with their easy-solution lessons. Gamers often retreat from the world, retreat from family, and, as shows the case with some, retreat from women, a problem hardly ever faced until gaming. If anything can fully absorb a man, a woman can, and now video games have even intruded on that.
Once, I lost myself in the world of games, but then I beheld the harms and have determined to destroy this trending addiction. Most parents would never permit their children to game as much as they do if they knew its actual effects, and so I hope to raise awareness. Hobbies and interests aplenty have busied the world, from war-training, as seen in many works of classic literature, such as Gilgamesh and the Iliad, to fishing and hunting, and art has wavered to and from the mainstream in most cultures. Yet never has such a large majority of people adopted an activity as destructive as video games. While they clearly provide positive effects, entertainment, and delightful socialization in some cases, should we suffer all the harms in exchange? Can people receive these positive benefits from sources less destructive? On the issue of video games, parents, individuals, and perhaps even the nation face many considerations of limitations and modifications.
Televisions have filled up living rooms and theatres for a decent slab of time now, receiving much criticism, and video games inflict mental states similar to that of watching television. After all, whether sucked into a movie, television show, or video game, the person still stares at a lit and moving picture. Doctor T. Berry Brazelton, a renowned physician, brought attention to what he called the “shut down effect.” On the screen, the lights and focuses of the pictures shift constantly; this assaults the senses of the viewer and sags him or her into a sleep-like state. Post-game, players often function passively, highly fatigued from the work their senses endured. Also, as gamers adapt to the constant grinding of their senses, they start viewing the real world as dull, and they often adopt an impatient and low-attention-span nature.
So, while the simple act of staring at a lit and moving picture already poorly impacts the viewer, video games impact in even more ways than that. Supported by psychological studies, observation, and personal experience, I can honestly claim that video games often result in the neglect of school. Obviously, the more time a student invests in gaming, the less time remains for him or her to school. Quite often, students burn through their free time and let their games creep into school time. Accused of this, gamers aggressively defend themselves, flinging their fists into the air with fury, claiming they finish their work just fine; but they hide the fact that they often must neglect sleep to do so. Back when I played, I remember gaming away for an entire afternoon and into the night, then foolishly trying to confront my homework at midnight. Seldom would I crawl into bed before three of four in the morning. Because of this, students yawn and drag the next day, and tend to perform terribly on their work, for they view their work as an obstacle which blocks their path to bed, and they merely desire to brush it aside as quickly as possible, rather than tentatively delve into it. In addition to its stymies on school through sleep deprivation, video games can also affect school in a much more direct way; they suck out all of its color. Gamers addict to the feeling of power which the games provide. The games move fast and provide the players experiences they could not experience in the real world, and so the gamers begin viewing their school as dull in comparison.
Many parents can relate to the scene of shutting off the gaming system for dinner and his or her child screaming with rage. Such a scene represents the sickness games can infect into moods. For a first example, the classic debate of violent games pops in. Do violent games encourage bad behavior? Many video games allow the players to harm others, sometimes frequently, reward the harm, portray the harm as humorous, portray the harm as the “fun” way to play the game, and rarely offer realistic consequences to violence. All these things condition players to favor violence, and such players often start trending towards more aggrieve an antisocial behaviors. Video games also implant the mindset that if a problem troubles, blast it away; if a level challenges, shut off the consul. In older days, popular hobbies, such as hunting or fishing, encouraged patience and work, but video games obliterate real-world patience with their easy-solution lessons. Gamers often retreat from the world, retreat from family, and, as shows the case with some, retreat from women, a problem hardly ever faced until gaming. If anything can fully absorb a man, a woman can, and now video games have even intruded on that.
Once, I lost myself in the world of games, but then I beheld the harms and have determined to destroy this trending addiction. Most parents would never permit their children to game as much as they do if they knew its actual effects, and so I hope to raise awareness. Hobbies and interests aplenty have busied the world, from war-training, as seen in many works of classic literature, such as Gilgamesh and the Iliad, to fishing and hunting, and art has wavered to and from the mainstream in most cultures. Yet never has such a large majority of people adopted an activity as destructive as video games. While they clearly provide positive effects, entertainment, and delightful socialization in some cases, should we suffer all the harms in exchange? Can people receive these positive benefits from sources less destructive? On the issue of video games, parents, individuals, and perhaps even the nation face many considerations of limitations and modifications.
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