Jaypee Institute of Information Technology

(Declared Deemed to be University u/s 3 of UGC Act)

A-10. Sector 62, NOIDA, 201 307, INDIA,

Session: 2020-2023

Integrated Project Report

ROLE OF VIDEO GAMES IN CHILDHOOD

Submitted in Partial Fulfillment for the Award of the Degree of Bachelor in

Business Administration 2021-2023

Under the Guidance of: Submitted By:

Miss Charu Sijoria Sparsh Agarwal
Assistant Professor Enrollment No- 20709036
 STUDENT DECLARATION

This is to certify that I have completed the “(title of the project)” under the guidance of “(name
of the guide)” the fulfilment of the condition for the degree of, in part, Bachelor of Business
Administration at JAYPEE BUSINESS SCHOOL. This is an original piece of work & I have
not submitted it earlier elsewhere.

Date: 1/Dec/2022 Signature:

Place: Noida Name: Sparsh Agarwal

University Enrollment No: 20709036

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 CERTIFICATE FROM THE INSTITUTE GUIDE

This is to certify that the Project titled “” Role of video games in childhood “” under my
supervision and guidance and in partial fulfilment of the criterion for the award of the degree
of Bachelor of Business Administration at Jaypee Business School. To the best of my
knowledge and belief, he/she has not previously supplied the data and information that are
contained in the project.

Signature :

Name of the Faculty: Dr Charu Sijoria

Designation : Assistant Professor

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 ACKNOWLEDGEMENT

First of all, I have my best thanks to Jaypee Business School for providing such kind of chance

for students to broaden their perception on how the real world in the field of marketing and

businessanalytics can be used to organise the entire internship programme and its efforts in or

der to ensure that it reaches its intended aims.

I would also like to express my special thanks to my mentor Dr Charu Sijoria for his guidance

and for giving me a chance to learn and to spend my practice in their company and helping me

in my activities during the intern time.

Finally, I would like to thank my family helping me in all aspects and appreciate me to spend

my time in the work during my internship time.

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 TABLE OF CONTENT

S.NO TITLE PG.NO

1 CHAPTER 01- INTRODUCTION 1-15

2 CHAPTER 02- LITERATURE REVIEW 16-37

3 CHAPTER 03- METHODOLOGIES 38

4 CHAPTER 04- FINDINGS AND ANALYSIS OF DATA 38-46

5 CHAPTER 05- CONCLUSION AND RECOMMENDATION 47-48

6 BIBLIOGRAPHY 49

7 APPENDICES 50

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 EXECUTIVE SUMMARY

The majority of young people, including kids and teenagers, enjoy playing video games and
find them charming. They believe that playing video games will bring them joy, excitement,
adventure, fulfilment, and much more.

Video games are one of the attractive and popular pastimes that teenagers and kids indulge in
for extended periods of time, despite the fact that some parents actively discourage them from
doing so.

The majority of parents strongly believe that their kids should spend the majority of their time
studying and taking care of their homework rather than playing video games, which they
believe to be a complete waste of time.

They fervently believe that playing video games can also turn their kids violent and aggressive,
thus one should be very careful while selecting games for kids and teenagers. Some games
with excellent design serve as excellent teachers since they offer both entertainment and
education.

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 INTRODUCTION

Computer and video games are becoming more and more popular, as is extensively reported
in different media. With 3.3 million game consoles sold in the UK alone, the global market
for "games and edutainment/reference software" reached 16.9 billion US dollars in 2002.
(ELSPA 2003). All ages, but most obviously children, participate in these games, frequently
devoting lengthy periods of entire concentration to the wonder and perhaps worry of
observing grownups.

A wide spectrum of people, including parents, teachers, educational experts, and media
pundits, started to ask one of two related questions when games were still a somewhat new
phenomenon:

1) Playing games takes up a lot of time that could be used for studying and other worthwhile
pursuits. So how can we 'wean' kids away from games and toward these activities?

2) Games encourage levels of decency and attention that educators, parents, and
policymakers desire kids would show when learning.

In order to "improve" the learning process, what can the education sector learn and apply
from these games? The research on these two approaches to games and learning is examined
in this study. It specifically looks at three research questions

What occurs while playing games, and what can the educational field learn or apply from
this?

2 Can traditional computer games be used as a means of delivering curriculum-related

knowledge in a classroom setting, for example?

What elements or characteristics of traditional computer games can be utilised to practise

using software? This report's main focus is mostly on school-aged children and the design
of games (both educational and recreational) for kids in this age group.

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 Psychosocial Development and Gaming

In a recent review, we made the case that video games may provide psychological
advantages (Granic et al. 2014). This viewpoint emphasises gaming as a contemporary and
significant type of play and, hence, as a setting in which children's developmental needs can
be satisfied (Fisher 1992; Verenikina et al. 2003). Video games appear to have potential for
supporting children's psychosocial development in the same ways that traditional forms of
play do (Erikson 1977; Piaget 1962; Vygotsky 1978). (Adachi and Willoughby 2012; Granic
et al. 2014). This promise is partially due to the prevalence of gaming; according to Lenhart
et al. (2008), between 90 and 97% of kids play video games. It appears that some social
development has moved from traditional playgrounds to virtual ones.

Thus, contemporary video games might offer a setting for kids to form relationships with
others and discover the advantages of collaboration.

However, little empirical research has examined these possibilities despite the potential
advantages of gaming for kids' psychological development (Hromek and Roffey 2009;
Przybylski and Wang 2016). Instead, the potential psychosocial risks associated with
gaming have received most of the attention. 101 papers that looked into how playing
(violent) video games affects children's and teenagers' psychosocial health were found in a
recent meta-analysis. Nearly 70 of this research examined the connection between (violent)
video games and externalising issues (such as aggression). In contrast, internalising issues
(such as depression) and prosocial conduct were each evaluated in roughly 20 research (e.g.
Parkes et al. 2013). Only nine studies examined the link between gaming and attention issues
(e.g. Bioulac et al. 2008) and even fewer looked into the connection between kids' peer
interactions and gaming (e.g. Przybylski 2014).

It's also critical to point up a few methodological flaws. First, 64 of the 101 studies cited in
Ferguson (2015) were correlational, indicating that most research on gaming among children
has been cross-sectional in nature. These studies' main flaw is that they forbid drawing
conclusions regarding order. Furthermore, a large number of these research did not account
for important background factors including gender and socioeconomic level (SES).
However, while experimental investigations enable researchers to make causal inferences,
the applicability of such gaming studies to the actual world is still up for discussion.

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Researchers have questioned the ecological validity of the conclusion events employed in
studies on externalising difficulties in particular (see Anderson and Bushman 1997; Ritter
and Eslea 2005) and the extent to which these studies used well-matched control
circumstances (see Przybylski et al. 2014). In addition to these problems, the majority of
these experimental research were conducted in a single lab session, which limits their ability
to provide light on the long-term effects of playing video games.

A new, extensive A cross-sectional research of teenagers in Canada discovered a positive

correlation between playing video games and sad and anxious symptoms (Maras et al. 2015).

These results concur with the findings of a review by Kuss and Griffiths (2012). Escapism,
or problematic gamers' attraction to gaming as a means of escaping from their troubles in
the real world, seems to be the root cause of these issues. Gaming as an escape may provide
a momentary diversion, but if the misery in the real world is not relieved, excessive gaming
may only make things worse. However, the cross-sectional design of earlier research leaves
it unclear if people with internalising problems turn to video games as a form of escape or
whether gaming precedes these problems. Moreover, Due to the paucity of studies on this
age group, little is known about the connection between gaming and internalising issues in
kids.

The investigation of hyperactivity and inattention as a negative psychosocial effect of

gaming concludes. The assumption of this study is that youngsters may become accustomed
to a constant stream of new, gratifying stimuli since video games are perceived as fast-paced
and rewarding frequently. On the one hand, it has been found that children with ADHD play
more video games than their classmates (Mazurek and Engelhardt 2013), and on the other
hand, Gentile and colleagues (2012) claim that there may be a bidirectional relationship
between attentional issues and gaming. On the other hand, studies conducted on adults reveal
that action video games may have positive effects on the brain about executive function
(Green and Bavelier 2012). The extent to which gaming may affect children's attention is
still largely unknown because of these contradictory findings and a lack of longitudinal
studies involving children.

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 Prosocial Behaviour and Cooperative and Competitive Gaming

It seems especially pertinent to discuss the potential impact of video games on social
behaviour. This is due to the fact that modern video games are more social in character than
those from just two decades ago (Olson 2010). Researchers like Greitemeyer and Ewoldsen
have observed that although some video games base their in-game progression on violence,
others base it on prosocial behaviours (Ewoldsen et al. 2012; Greitemeyer and Osswald
2011). For instance, many multiplayer-capable games have cooperative game modes that
encourage collaboration between players. Cooperative gaming may encourage prosocial
behaviour, according to a number of studies (Dolgov et al. 2014; aggressive behaviour
(Jerabeck and Ferguson 2013; Velez et al. 2014) and may reduce aggressive behaviours
(Ewoldsen et al. 2012). (Although many of these studies feature the sorts of methodological
shortcomings mentioned above). Researchers have also looked into whether competitive
gaming encourages violence and deters prosocial behaviour, in contrast to cooperative
gaming (Eastin 2007).

For instance, Adachi and colleagues conducted several research to assess the proportions to
which violent material and competitive play each enhance violence (Adachi 2015). These
studies used experimental and longitudinal approaches to demonstrate that, both in the short
and long terms, competitive gaming may be a stronger predictor of violent outcomes than
violence alone. However, there hasn't yet been concurrent research on cooperative and
competitive gaming.

which is how these types of play most frequently take place in real life. While academics
have attempted to independently evaluate various forms of play's consequences, they
frequently co-occur in the real-world gaming in which the majority of children engage.

This is so because a lot of competitive video games not only have cooperative modes, but
also frequently feature team-based competition. Since many video games made for
competitive play are also team-based and thus support cooperative play, longitudinal
research have not yet simultaneously examined the effects of both cooperative and
competitive video game playing.

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There are numerous different definitions of videogames in academic, online, and media
writing. Additionally, the terminology changes through time and between authors, and it is
frequently interchangeable.

For instance, the terms "computer game" and "video game" used to refer to games for PCs
and games for consoles, respectively, but they are now used synonymously. In order to
define the key concepts of this paper, a video game as one that:

• offers one or more participants some visual digital content or information

• incorporates some player input

• translates the input into a game's specified rules.

• modifies the data given to the players.

Video games are fun for everyone, including kids and adults. According to study, playing
video games has advantages. Research has also suggested that playing video games may
cause sleep disturbances, media addiction, and violent behaviour.

If your child is acting in a worrying way, you might need to intervene. They could become
irritable while not engaged in their game, or they might become more aggressive. Even if
this behaviour persists, there are methods you may do to control your consumption of violent
media.

How Safe Are Video Games?

Your child can play video games pretty safely. Despite prior evidence pointing to the risks
of video games, there are steps you can do to safeguard your youngster. By keeping an eye
on them and setting limits on what kids can play, you can prevent possible harm from video
games. Have a conversation with your youngster about online safety.

Your child will want to talk to you if you have built a trustworthy relationship with them.
They'll be more likely to express their feelings to you about life. You can use this to
determine if they are having trouble and need assistance. Before you worry about your child

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playing violent video games, you should take into account three factors: their personality,
the environment they are in, and the reasons they play video games. These affect how they
operate.

Symptoms of Video Game Aggression in Children

Children don't just get hostile because of video games. A child becomes hostile for other
reasons. Your child might, nevertheless, develop a videogame addiction in very unusual
circumstances. They might become agitated, have hallucinations, physical discomfort, and
be more likely to gain weight as a result. Fortunately, research indicates that restricting or
stopping video game use can often cure many of these issues.

Best video games for kids

There are better options than some if your youngster wants to play video games. Even while
they may not cause actual violence, violent video games may not be beneficial. The
following games can stimulate your child's brains and promote social interaction:

• Role-playing video games

• Easy games
• Online multiplayer games
• A few shooting games
• Strategy video games

Guidelines for Children's Game Play Safety

With the help of these suggestions, you can keep an eye on your child's video game usage
and establish appropriate limits.

• Limit screen time first. You might not be aware of the amount of time your child
spends playing video games if their console is in their room. The American Academy
of Pediatrics advises limiting screen usage to two hours each day.

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 • keeping your youngster's know what they’re playing Always be in touch with the
information about the your children are playing. And if the games which are not good
for your children restrict them from playing those games because it will be beneficial
for them.
• Keep an eye out for odd behaviour You should talk to your child about what's
going on if you see that they are consistently exhausted, irritable, or not performing
well in school. Approach them in a considerate and supportive manner.
• Play with others Playing games together with your kids is a terrific way to
strengthen your relationship. You can also view the music that is being played.
Playing games together helps people interact and socialise. Make it a point to
comprehend their game and preferences. They will then be more willing to discuss
their problems with you.

It may be necessary to pause game play if your youngster is acting sedentary or erratically.
But using video games in moderation is a secure way for your youngster to develop a variety
of skills.

EFFECTS

But a recent study funded by the National Institutes of Health suggests that playing video g
ames may improve both cognitive and impulsive control, dispelling some parents' concerns
that video games may be harmful to children's wellbeing.

The investigation was released in the Monday issue of JAMA Network Open.

Other studies have also found same the results about the same topic, but this one has the
largest sample size of children to date. But if we talk about the researchers they did not
disclose any clear causal relationship between video games and benefits. Instead, they found
evidence of increased activity in the brain regions related to working memory and attention
in the gamers.

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The Adolescent Brain Cognitive Development (ABCD) Study, the biggest long-term study
of brain development and child health in the nation, which is currently tracking almost 2,000
9 and 10-year-olds, provided data for the study about 12,000 children.

The most recent study divided the children into two groups: those who regularly played
video games for over three hours per day, and those who never did. Each group had brain
imaging while completing two tasks to evaluate their short-term memory and impulse
control.

Lead author of the study Bader Chaarani claims that factors like sex, age, and socioeconomic
status were taken into consideration by the researchers. Players of video games not only did
better on the tests, but the study also found that they "had stronger brain activations in
regions related with attention and working memory."

The University of Vermont's Department of Psychiatry assistant professor Chaarani

remarked, "That was very pleasant to observe because it's a means to explain why they
performed better."

Although the poll did not distinguish between the various video game genres played,
Chaarani found that most kids preferred to play shooter and action-adventure games since
they are faster paced than puzzles and slower paced logic games.

Perhaps watching TV is not as bad as playing video games, according to Chaarani. Dr. Jenny
Radesky, director of developmental behavioural paediatrics at the University of Michigan
Medical School, told CNN in an email that "Parents and teens who see these results should
know that most research suggests that some daily video gaming (like 1-2 hours on weekdays)
is linked with negative outcomes."

"We can't extend these results to conclude, however, that more video gaming will lead to
greater impulse control or working memory in non-screen contexts, such as schools or doing
chores at home," added Radesky, who was not involved in the new study. In more
naturalistic settings, those skills are aided by supportive teachers/caregivers and social-
emotional skill-building techniques.

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The advantages of video games

Though many parents worry about it, not all video games are bad for kids' development.
Children can learn interactively through a variety of games. They assist in educating kids
about a range of skills

➢ Children get the chance to use their imaginations as challenges present

themselves in games like "Legend of Zelda." In order to move further in the game,
the protagonist searches, navigates, makes plans, and tries various strategies.
Planning and possibilities for problem-solving are also features of other games, such
"Bakugan: Defenders of the Core." In the well-known game "Minecraft," players are
encouraged to use "modding" (modification) features to alter the appearance of their
characters. They can create brand-new levels and planets. Children can express
themselves through modding.
➢ Instruct children on history and culture Games like "Age of Empires,"
"Civilization," and "Mythology" are centred around actual historical events. These
video games can pique a player's curiosity about geography, world history, ancient
culture, and international relations. When parents link these games to books,
museums and media about culture and geography to inspire learning.
➢ Help children make friends
Children who play video games are more likely to make friends because they provide
a chance for social interaction. Your kids' shared interest in video games helps them
make friends with people who have similar interests. Online and offline peer groups
can be created by kids. Boys talk to their friends about video games quite a bit,
according to research. Playing video games with buddies continues until
adolescence.
➢ Permit kids to experience the thrill of competition
Peer competition for attention is a common and beneficial behaviour. According to
surveys, playing video games to compete with others is one of the most common
motivations. Children who aren't skilled at sports can nonetheless succeed since it is
a safe method of competitive expression.
Help kids develop their leadership abilities

Children rotate between leading and following during group game play

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 Online group gaming among teenagers is thought to help young people develop their
Skills in negotiation, persuasion, and motivation.

➢ Encourage kids to impart knowledge to others

Many kids like to teach other kids how to play video games, thus they like to play
with other kids. They impart knowledge on one another on how to move between
locations, gather specific goods, and combine various game features to win.

➢ Improve children’s memory

Even if a youngster no longer plays the games, they can nevertheless.
Studies show that playing video games can alter the brain's cognitive processes.
Adults who have played video games prior to puberty outperform adults who have
never played video games in terms of memory tests.

VIDEOGAMES FOR LEARNING: SERIOUS GAMES

Serious games are instructional videogames that fall under the category of game-based
learning. This particular area of education aims to instruct learners in certain disciplines,
such as languages, or to prepare professionals for work as, among others, police officers,
pilots, firefighters, or healthcare workers. According to projections made by the Statista
portal, the market for educational video games is predicted to grow to $17 billion by 2023,
or 485% more than it did in 2018. Let's examine a few of these Dragon Box is an
introduction for small children to geometry.

➢ Extreme Event fosters teamwork while preparing students to handle natural disasters.
➢ Pacific offers leadership and group management training.
➢ Spore is helpful in biology classes, particularly when teaching about the evolution
of living things.
➢ English, French, and German language learning are made easier with the aid of
Duolingo.
➢ The Swedish Academy's Blood Typing programme instructs students on different
blood types and transfusions

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Video games' negative effects include:

A child's development may be negatively impacted by playing video games. This has a
special connection to many forms of violence, antisocial behaviour, and elevated aggressive
thoughts and sentiments. According to a summary of the data published in American
Psychologist, playing video games, including violent shooter games, may improve children's
learning, health, and social skills.

The report is out at a time when psychologists and other medical specialists are having
conflict how video games affect children. Later in this year, the result after evaluation got
done of the literature on violence in video games and interactive media being started by an
APA task committee will be made public.

The lead author of the article, Isabela Granic, PhD, of Radboud University Nijmegen in the
Netherlands, claims that "important research has already been directed on the negative
effects of gaming, including addiction, depression, and aggression, and we are certainly not
signifying that this should be ignored." "However, a more balanced perspective is required
to comprehend the impact of video games on children's and teenagers' development."

Contrary to the common idea that playing video games makes one mentally slow, research
shows that playing them can enhance a variety of cognitive skills, including perception, rea
soning, and spatial navigation. The authors found that this is especially correct for shooting
video games, which are often destructive. According to a 2013 meta-analysis, watching
shooter videos games improved a player's capacity to think about objects in three magnitudes
just as well as hypothetical courses designed to develop these same skills, according to the
study.

Given that prior research has shown the importance of spatial abilities for success in science,
technology, engineering, and mathematics, Granic adds that this has significant implications
for education and career development.

Other video game genres, including puzzles or role-playing games, did not have the same
results in terms of improved thinking.

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The authors claim that children who play video games can develop their problem-
solving skills. A lengthy study published in 2013 found that, the following year, adolescent
s' problemsolving abilities and academic performance increased in direct proportion to ho
w frequently they acknowledged playing strategic video games, such as roleplaying games.
Playing violent video games or any other type of video game increased children's creativity
as well, but not when they utilised other types of technology like a computer or a mobile
phone.

According to the study, playing short, quick, and easy games like "Angry Birds" might boost
players' spirits, promote relaxation, and reduce anxiety. "This seems to be a fundamental
emotional benefit to consider if playing video games simply makes people happier," said
Granic. The authors also emphasised the opportunity that playing video games can support
children develop resiliency in the face of obstructions. According to the authors, children
can progress sensitive resilience that they can rely on in their daily lives by teaching them
how to deal with repetitive failures in games.

The findings also contradict the idea of the socially isolated gamer. More than 70% of
gamers like cooperative gaming, and millions of individuals all over the world take part in
vast virtual worlds through according to the authors, multiplayer games transform into
virtual social groups where quick judgements on who to trust or who to reject and how to
lead a group are required. According to a 2011 study, people who play violent than people
who promote collaboration are more likely to be helpful to others while playing than people
who play the games.

1. Encourage violent behaviour

Studies have shown that those who are exposed to simulated violence, such as that found in
video games, may become immune to it and be more prone to act violently themselves.
Aggressive behaviour and the use of violent video games have been connected.

The interactive elements of some video games promote repetition and rewards for certain b
ehaviours, which may amplify the detrimental effects of game violence on young players.E
ncourage antisocial behaviour and social isolation

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Spending too much time playing video games can isolate children. They may spend less
time doing other activities such as reading, sports, homework and interface with family and
friends. However, amongst video gamers, being a loner is not the norm. Video games can
actually augment a child’s social life.

3. Discourage children to do well in school

Studies have revealed that kids' hypothetical recital decreases the extra time they occupy
playing video games. Conferring to a study, those who are addicted to video games do less
academically and engage in more negative behaviours, like fighting and bickering with
parents and teachers. Some students acknowledge that their video game habits have an
impact on how well they perform in class.

How should parents proceed? Parents need to be involved in keeping an eye on their kids'
video game usage. In order to do this, parents must be aware of the video games their kids
are playing and know when to step in and stop them. Keep an eye out for any violent video
games and their impact on your kids.

To keep their children's gaming from becoming a bad habit, parents must also set limitations
for their kids. Never let your kids play video games for extended periods of time.

Balance and moderation are crucial.

Participate in the video game industry with your kids and actively participate in keeping an
eye on their gaming schedules. Despite how entertaining and instructive video games can
be, parents must be aware that they can also have a negative or positive impact on their
children's development.

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Tips on Managing Video Game Use

a) Recognize what age your child is playing video games at (see below).

b) Avoid placing gaming hardware in your child's bedroom.

c) Establish time and frequency restrictions for your child's video game use.

d) Monitor your child's Internet activity; a lot of video games are accessible online.

e) Invite your kid to teach you how to play video games or play with them while you do.

f) Spend some time talking with your youngster about the games and other media they watch.
Discuss your personal feelings with your youngster as well as how they feel when they play
video games.

The Entertainment Software Rating Board (ESRB)

Founded in 1994, the ESRB is a self-regulatory organisation. After criticism from concerned
groups regarding video game content, the main video game developers established this
board, which is comparable to the cinema industry's rating system.

The ESRB's carefully trained ratters currently receive new goods from all of the major game
firms. When rating games, the ESRB takes a lot of variables into account. It takes into
account a game's level of violence, sex, offensive language, and drug use in particular. The
ESRB then assigns an age recommendation and a content descriptor to each game in ESRB
rating symbols are:

➢ Everyone (E): All ages can enjoy the content. Cartoons, fantasy, or light violence
may be present.
➢ Everyone 10+: Content is typically appropriate for viewers 10 and older. It could
also have more cartoon or fantasy elements, or it could have moderate language or
barely any suggestive themes.
➢ Teen (T): Material appropriate for viewers 13 and older. Content has mild to harsh
language, suggestive themes, and is more violent than (E) rated material.

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➢ Mature (M): Content appropriate for viewers aged 17 and up. Stronger language,
graphic violence, and more mature sexual themes are all present in the material.
➢ Adults Only (AO): Content appropriate for viewers 18 and older. contains potentially
graphic and/or extended violence. Under-18s are not permitted to access the
content.The game has been submitted to the ESRB and is awaiting a rating.

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 Literature Review

1.RESEARCH ISSUES AND CREDIBILITY

There are three major problems with game-based learning studies that must be
acknowledged.

• The publication cycle and games. Games marketed as "current" may really be a little out
of date in comparison to current market trends because peer-reviewed studies take a while
to get published. It is significant to supplement traditional academic study with research
from other foundations while also acknowledging that these alternative sources are not
subject to the same level of peer-reviewed analysis as academic publications. We can’t say
that this research has nothing to teach developers and educators.

• Games as a topic spanning multiple disciplines Computer science, media and cultural
studies, psychology, education, physics, and youth studies are just a handful of the many
fields that have looked into games. Therefore, locating all the studies on these topics and
getting over the overlap and terminology variations, which can be confusing at times, are
the two challenges for anyone interested in games and learning.

• Gaming academics as "defenders" of games Many academics in this subject feel that
because of the many societal problems that surround computer games, they should be
shielded from criticism. Readers of the study should push for a balanced perspective toward
storylines that occasionally seem to "glorify" playing games in front of those who have been
subjected to harsh societal censure. Additionally, readers should be wary of narratives that
attempt to characterise "typical game players," as some academics have a tendency to
generalise from personal experience..

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 2 GAMES CULTURES AND PLAY

2.1 CATEGORISING GAMES

Numerous genres now dominate the market as games have become more complicated in
terms of graphics, intricacy, interactivity, and narrative. However, there is no common
classification for these games; instead, many industry participants, including game stores,
developers, academics, and web review sites, classify games according to the needs of their
respective audiences. Such categorizations are covered by Orwant (2000), who also provides
an illustration of Herz's (1997) classification scheme, which is widely adopted in the modern
gaming sector. These important categories are awarded by the Action games for her system
fall into the following categories: shooting games, "platform" games (so named because the
player figures move between onscreen platforms), and other reaction-based game kinds.

Shooting games, "platform" games (so named because the players' characters move between
on-screen platforms), and other sorts of reaction-based games can all be classified as action
games-

➢ Fighting video games- pit players against either computer- or player-controlled

characters.
➢ Puzzle video games- like Tetris.
➢ Role-playing games- in which human players adopt the traits of a certain person or
creature type, such as an elf or wizard.
➢ Simulations- in which the player must succeed inside a condensed recreation of a
location or circumstance, such as becoming the mayor of a city and managing
expenditures and construction projects.
➢ strategy games- such as those where players control armies in simulations of
historical battles and conflicts.

There are divisions even within this taxonomy; each year, a select few games are published
that defy classification. Additionally, some games can be classified under more than one
heading. For instance, football manager games, which let you buy, sell, choose, and place
players, could be classified as replication, tactic, and sports games. Additionally, this

17
classification ignores the distinct or multiplayer contrast, which is significantly altering the
way that games can be played.

2.4.1 GAMES DISPLACING AND OTHER ACTIVITIES

Many studies and the mass media give the impression that youngsters spend all of their time
playing video games, with no other activity. The implication is frequently that time
traditionally devoted to "better activities" like social play and corporal reformation is
instead spent playing anti-social, physically morbid, and spiritually exhausting games,
which could lead to addiction in kids. For kids to enjoy playing games, they should be
neither too tough nor too hard.

Longitudinal research does not reveal a long-term substantial preference for games over
other activities, despite the fact that it is frequently focused on "snapshot" results rather than
following game-players over longer periods of time. An initial increase in game playing is
seen in Creasey's research (1986) of American youth aged 9 to 16 when such a medium is
established, time at the expense of other leisure pursuits, although this rapidly decreased.

Younger children (those in primary or lower secondary school) are more likely than those
in upper secondary school to regularly play games, according to some research (Facer 2001,
McFarlane et al 2002). Durkin (1995) argues that while some game addictions may appear
to be long-term dependences from which the victim may find it extremely difficult to
overcome, they are actually brief periods of intensive participation. When (Marsh 2001)
looked at a sample of English families' daily routines, she discovered that kids between the
ages of 3 and 4 watched television far more frequently than they did any other "leisure
activity," including playing video games.

Additional research backs up this. For instance, a 1997–1998 comparative research

conducted in Europe revealed that kids between the ages of 6 and 16 spend 136 minutes
every day online per day watching television compared to 32 minutes per day playing
electronic games. Recent unofficial commentary suggests that people are becoming more
aware of the fact that games provide different types often in contrast to a perceived
"dumbing down" in the content of television programmes, of mental stimulation (BBC
2003).

18
According to inference and unofficial data, women make up a sizable part of video game
gamers. It is difficult to identify any historical gendered inequality trends in game usage or
how the attitudes of boys and girls toward games alter as kids get older.

Even if teenage boys are no longer the only ones who play games, the numbers fluctuate
depending on the criteria employed in different research studies, but it is still true that boys
are more likely than girls to play intense games. While girls and boys may play the same
games, they may do so in distinct ways (McFarlane et al 2002). I (2003) hypothesised that
girls tend to lose interest in games as they become older and utilise computers based on my
analysis of surveys primarily as games machines. In a poll of English schoolchildren,
McFarlane (2002) found that boys are more likely to play games as their first choice of
activity whereas girls are more likely to play games when they are bored or have nothing
else to do.

3 GAMES AND LEARNING

3.1 EDUCATION THEORIES

To understand how popular games might promote learning, we first need to define what
learning is. This is more challenging than it first appears because there are numerous,
dynamic definitions of learning. On what learning actually comprises and the most effective
ways to learn, there is also wide disagreement.

The following table, which highlights crucial "battle lines" in this argument, is taken from
Smith. According to these theories, learning is instead a process that leads to a change in
behaviour, a change in one's thinking, the realisation of one's own potential, or a rise in
one's capacity to contribute to a given community.

Today, however, many researchers would contend that these processes are not incompatible
with one another. In fact, one particularly pragmatic researcher in the field of games and
learning contends that the model we use to describe learning should depend on what we are
attempting to ensure people learn at any given time (Prensky 2001): "I seem to think that
there is another way of looking at all of this... and that is: 'How do they learn what? We need
to conform to the "how do people learn? "what it is that they are learning?"

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 Aspect Behaviourist Cognitivist Humanist Social and
situational
View of the Changes Process A development Become self-
learning process behaviour completely in of personal reliant,
the head of the potential autonomous
learner
(including
insight, data
processing,
memory,
perception)
Site pf the External Making Emotion, Learning needs
learning possessions and influences in attitude and a relationship
tasks are what learner’s head is thinking are between people
matter what really important and
matters environment
Purpose in Produce Develop Become self- Full
education Behavioural capacity and reliant, participation in
changes in skills to learn autonomous communities of
desired better practice
direction

3.2.1 LEARNING ‘COMPETENCIES’

Several academics have emphasised on how kids interact with particular games in an effort
to determine "what children have learned" from playing. According to commentators, games
can help with the development of logical thinking and problem-solving skills because they
sometimes include a trial-and-error approach to overcoming obstacles or difficulties (Ink
pen et al1995; Higgins 2000; White bread 1997).

In this research 'strategic or adventure games,' which provide students a lot of control over
their development while allowing them to engage in exploratory quest-like settings, have
drawn a lot of interest (Malone 1983; Russell 1990). It is possible, however, to argue that
much of this work relies on inference from the design rather than consistent and direct
empirical verification of computer games and psychological theory.

Recent research at Future Lab has sparked some debate about whether or not kids are
actually capable of progressing beyond intuitive problem-solving in the game to
understanding effective techniques for identifying problems and developing theories and

20
solutions in many contexts. Other research suggest that children's use of video games may
significantly affect how well they learn to use computer-mediated information sources.

For instance, Mackereth (1998) asserts that "there is evidence to suggest that familiarity
with, and interest in, video games can influence children's confidence when using computers
for more professional applications" and goes on to say that children who don't play video
games "...may not develop the skills necessary to relate with electronic media, such as
dealing with conflict and managing emotions" parallel processing of multiple streams of
information, and the ability to focus on one task at a time are among the abilities they claim
children who play video games will lack.

According to two studies on children's use of computers at home, children's early

interactions with computer games help them develop a playful approach to computers, which
fosters the expectation that "trial and error works" and that linear progressive models for
using computers (such as those characterised by worksheets or computer manuals) are
frequently the least effective way of engaging with computer-based technologies (Facer et
al 2003).

This might have an impact on how kids It is more difficult to integrate computer-based
learning tasks with other tools or activities when people approach them differently.
Massanari (1998) also highlights teachers' concerns that getting students interested in
utilising computers for more conventional learning purposes would be more challenging
given the popularity of gaming in schools.

3.2.2 LEARNING TO LEARN – new approaches to collaboration

Contrary to what is depicted in the mainstream media, research into the larger context of
game play reveals that games frequently serve as a facilitator for peer, social, and
communicative activities. This has always been the case; throughout the formative years of
computer gaming, a "playground culture" of discussing, exchanging, buying, and selling
games emerged.

For example, according to an early study (Greenfield 1984), only 50% of young people who
visited video game arcades really played any games there; instead, they merely hung out
there. According to various surveys, German youth enjoy playing games with others,
according to From me (2003); however, Tobin (1998) suggested that male gamers' behaviour

21
was more complex than merely "playing the game" and was entwined with social
interactions.

There is a variety of material accessible to support the cultures and conversations

surrounding video games when one looks into the culture and marketing of these games.
Numerous media, such as websites, online forums, game magazines, and blogs, provide
news and analysis on games and promote reading and conversation. Since many games have
a multiplayer option and an increasing number of them are being developed and marketed
as "social experiences" or "party games," playing them may also be social.

Video game communication with other players is becoming more and more advanced. A
prime example of this is the online Xbox game Moto GP (Moto GP), which features
motorcycle racing. Role-playing and internet gaming have become popular genres, which
contributes to the tradition of playing with others, albeit not necessarily physically.

Up until recently, little attention was paid to the motivation, engagement, and perhaps even
learning experiences that players of popular games create through their interactions and
collaborations. One particular game, A Tale in the Desert, is receiving significant attention
from the scientific community (ATITD). It is an online game that focuses only on art,
architecture, and thought. It is referred to as a "social experiment."

The game also lacks a defined objective; rather, social interaction seems to be what keeps
players coming back for more. Perhaps surprisingly, social interaction is more common in
games than a clearly defined goal. Popular Nintendo game Pet Crossing (AC), also known
as Animal Forest in the US, is set in several virtual villages where players can make money
to pay off their mortgage and amass things. When the various communication methods are
utilised, the game becomes more engaging since players can send each other "post" (in-game
messages), as well as mail products, swap access codes, and visit each other's towns and
homes.

3.3 EDUCATION WITH CONVENTIONAL GAMES IN SCHOOLS

While the majority of the research discussed so far has focused on what and how kids learn
while playing computer games informally, there have been a number of studies of the use of
popular computer games in schools in recent years. These studies sought to determine
whether these games can play any part in assisting current educational goals. Given the

22
findings mentioned above on the ability of games to enhance the learning of competences,
collaboration, and engagement in practise, there are some clear difficulties when
incorporating popular games into the educational environment.

4 KEY ISSUES IN DEVELOPING GAMES FOR LEARNING

It was thought that the incentive elements of playing digital games may be utilised to
enhance learning outside of the game as early as 1979.

Two major themes that are prevalent in the creation of educational games are:

• the desire to use games' inherent motivational potential to "make learning joyful"

• a conviction that "learning via doing" in simulation games provides an effective teaching
tool. This portion of the report will look at both of these aspects of the design of learning
games and assess if they are valid goals for creating digital learning resources that
incorporate games.

4.1 ‘MAKING LEARNING FUN’

The main goal of conventional "edutainment" software has been to make learning enjoyable,
while this term is frequently used to refer to promoting involvement. Incorporating content
covertly into a situation akin to a game is one tactic. Theoretically, this is a desirable
configuration (Ahuja 1994): The learner is typically aware of the aims of the action they are
performing in traditional education.

These educational goals frequently signify little to children. On the other side, the goal might
be concealed in interactive entertainment while the action looks to be inspired by adventure,
exploration, and discovery. Children are naturally drawn to these activities and will
participate fully; on occasion, they could even make a request.

Where in the World is Carmen San Diego, a game that focuses on teaching primary school
reading, math, geography, vocabulary, and critical thinking abilities, is a wonderful example
of this since it allows kids to learn history and geography while playing the role of a
detective.

Other instructional games that have been proven effective in studies concentrate on
enhancing a variety of skills; for instance, a piano instructor software programme with

23
echoes of video game components necessitates focus, a sense of timing, accuracy, and
rhythm (Sims 2001).

However, other academics are uneasy about the emphasis placed solely on motivation as a
justification for playing games. According to Rieber et al. (1998), the authors of Project KID
DESIGNER, for instance, "... Limiting the discussion to motivation is likely to paint games'
function as a kind of educational "sugar coating" that makes the challenging job of arithmetic
or language arts easier to "swallow."

As we take into account both the cognitive and motivational components of games, we take
them considerably more seriously. Instead of the pre-packaged games that teachers typically
give their students in class, we are interested in the game design process itself and how it
might improve learning.

Indeed, it appears that there are now additional issues with the idea of "sugar coating"
education as a game, both in terms of motivation and the degree to which these materials
truly fulfil their intended educational goals.

➢ To date, arguably, attempts to create truly engaging and effective learning games
have foundered for the following reasons:
➢ The games were overly straightforward in contrast to similar video games.
➢ The work is monotonous and repetitive, such as doing sums over and over again.
➢ The tasks do not promote developing comprehension and are poorly designed.
Related to the last point, the game's variety of activities is highly constrained,
typically focusing on a single ability or amassing monotonous content.
➢ The intended audience realises that they are being forced to "learn," potentially in a
patronising way. Finally, the discussion of "making learning entertaining" frequently
starts with the premise that kids don't like to learn. However, a large body of research
suggests that children do like learning when the material is pertinent to their lives
and is age-appropriate and relevant.

According to the "learning by stealth" theory, learning is only enjoyable when it is

unconscious. This is a hotly debated topic, with some academics saying that reflection is a
crucial step in the learning process and others countering that we don't always think back on
our daily acts yet still manage to learn from them (Prensky 2001). But regardless of the level
of consciousness, there is less disagreement that learning is most vivid when it is relevant to
the learner and, therefore, truly authentic (McFarlane 1997).

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4.2 FROM ‘FUN’ TO ‘FLOW’

The emphasis on "pleasure" and "concealing the learning" in educational games may
actually be a red herring. It would be more fascinating to revisit some prior analyses
that describe the joys of game play as a "flow" experience (Malone 1980;
Csikszentmihalyi 1990).
In his summary, Prensky says, "In the flow state, the obstacles offered and your
ability to overcome them are nearly perfectly matched, and you frequently do things
that you didn't think you could, along with a great deal of joy. In employment, sports,
and even schooling there can be flow, as when ideas are made evident and solutions
to problems become obvious.

Malone defines the criteria that are likely to trigger the flow state as follows:
➢ the activity should be designed so that the player can adjust the difficulty of the
problems they face in order to precisely match their particular skills to the demands
of action it should be simple to separate the activity from other stimuli, internal or
external, that can interfere with engagement in it, at least at the perceptual level.
➢ A player should be able to assess how well or poorly they are performing at any time
if there are clear performance standards.
➢ The participant should receive specific feedback from the activity to gauge how well
they are performing according to the performance standards.
➢ The activity should have a wide audience.
➢ The activity ought to have a broad range of challenges, and possibly several
qualitatively different ranges of challenge, so that the player may obtain increasingly
complex information about different aspects of her/himself. Another commentator,
reflecting on how to design engaging learning experiences, draws on these
definitions to propose eight.

Characteristics as essential (Jones 1998):

➢ A task that we can finish

➢ Ability to focus on a task
➢ Task has distinct objectives
➢ The job gives quick feedback

25
 ➢ Deep but natural involvement (losing awareness of worry and frustration of everyday
activity)
➢ Feeling as though we have control over our behaviour
➢ Self-consciousness vanishes during flow, but it returns after flow activity.
➢ Notion of time's length is changed. It might be argued that we should understand the
deep structures of the game play experience that contribute to "flow" and build these
into environments designed to support learning rather than aiming for an experience
that superficially resembles leisure-based "fun" activities or one that attempts to
conceal the educational purpose.

4.3 KNOWLEDGE THROUGH RESPONSIBILITY

One of the most favoured gaming genres is simulation. A simulation game, according to
Cruickshank (1980), is one "...in which participants are given a simulated environment in
which to play," whereas a simulation in and of itself is "the products that arise when one
constructs the appearance or effect of something else." Educational simulations, as opposed
to tutorial and drill-and-practice modes, "excel in that they depict experience as opposed to
information," according to Laurel (1991).

It has been shown in numerous situations that learning by direct experience is more effective
and entertaining than learning through "knowledge given as facts." Direct, multi-sensory
representations can foster integrated, holistic reactions, increase the contextual aspects of
information, and engage people on both an intellectual and emotional level.

Simulations are accepted as a necessary component of training in other spheres of society.

Simulators are often utilised in the commercial and economic sectors because It is obviously
better to lose "virtual money" in the beginning than a company's actual cash. In the military
and in medicine, simulations are frequently used to evaluate various treatments and to train
medical staff without operating on real patients (and more closely mimics contemporary
video game technologies for quick and secure combat scenario training). There has been a
long-standing research community in the study of simulation, including members from
several disciplines including engineering, mathematics, logic, and philosophy.

Simulation games possess several attractive properties:

➢ They can be made to give the player immediate feedback on the effects of their
choices.

26
 ➢ The creator or controller of the game can add, remove, or modify a variety of game-
related elements.
➢ Compared to real-world training that makes use of materials and resources, a
simulation is frequently a considerably more affordable choice.
➢ They make it possible for risky activities to be carried out in a secure virtual setting.
For instance, many individuals in the nuclear power business receive significant
training using computer-based simulations.

This final illustration illustrates a limitation of simulations, which is that they rarely capture
every subtlety of a real-world scenario. As a result, they cannot completely replace real-
world training, especially in industries that require it. In the nuclear sector, it would be
concerning if staff had only had simulation-based experience prior to handling a nuclear
reactor catastrophe.

In principle, simulation games might grow more realistic in terms of appearance and
believability if increasingly sophisticated gaming technology and graphical capabilities
become the norm. But this isn't always the case; in real-life circumstances, there are
frequently extended stretches of inactivity interspersed with bursts of activity, which doesn't
translate well to the "constant flow" and involvement of a game.

For instance, the recent Dreamcast game Shenmue made an effort to convey a realistic image
of daily life. However, a portion of the game is spent by the player waiting for a bus at a bus
stop (or not). Despite using a sped-up approximation of real time for the game clock, the
game was still criticised in some circles for being "boring" during these periods.5 FUTURE
DIRECTIONS IN GAMES AND LEARNING

5.1 WHERE NEXT FOR RESEARCH INTO GAMES AND LEARNING?

In this article, we looked at studies being done on how learning and computer and video
games interact. Since the turn of the century, the potential of such games in teaching has
gained significantly more acceptance.

The desire to keep up with modern technology, the desire to profit from the enormous
financial rewards of the gaming industry, and a small but growing number of success stories
involving games in education are just a few of the reasons why traditional organisations are
increasingly supporting research. This study is beginning to provide light on how games
might encourage learning among kids in both informal and formal learning environments.

27
The following obstacles must now be recognised and overcome in order to further
knowledge in this area: • Computer and video game hosting technologies are developing
quickly and frequently in unforeseen directions. Due to the possibility of considerable
changes in the nature of modern games throughout the course of a research project, this
poses difficulties for even short-term research.

Researchers and research publishers will need to quickly create new and adaptable methods
for conducting and sharing research. • a very broad range of topics are covered by the
underlying historical research, which frequently includes conflicting, intricate theories and
perspectives. The notions of education and learning are not universally accepted by
educationalists, so game researchers

Researchers must gain a solid working knowledge of games, learning, and education in order
to conduct robust research in this area without making intentional or unintentional
assumptions (all rapidly evolving fields). Despite these challenges, there is a growing and
accelerating body of study on the educational applications of popular games, as seen by the
conferences, new academic research groups, and publications in this area.

It is becoming more and more clear that a crucial component in order to advance theories
about how people learn through gaming and to make compelling arguments, there will be
an increase in the meticulous analysis of cases when video and computer games have been
employed in educational contexts (both the classroom and the home). for others to review
and adopt.

5.2 WHERE NEXT FOR DEVELOPMENT OF GAMES FOR LEARNING?

There are three main directions we can now take to the development of computer and video
games for learning:

5.2.1 THE DEVELOPMENT OF EDUCATIONAL GAMES

Traditional educational video games with repetitive drills included in them are still being
created and promoted to parents and schools. Although the effectiveness of the "drill and
practise" approach to learning has been established (McFarlane 1996), it is questionable

28
whether such activities should occupy a significant portion of the school day when students
have access to teachers, resources, and more difficult and creative learning tasks.

Kar2ouche, the product of a collaboration between academic and commercial partners using
game technology, is one example of the more inventive software whose design is inspired
by educational theory, practise, and research.

The widely publicised accomplishments of more creative and fully researched software may
lead to a bigger percentage of educational games being developed that are based on higher
order notions of teaching and learning. Although the concept of "drill and practise" has been
demonstrated to be effective in education, it is debatable whether such exercises should take
up a major portion of the school day when students have access to teachers, resources, and
more challenging and imaginative learning tasks.

However, there are more and more instances of more creative software whose creation is
driven by informative theory, practise, and examine; one such instance is Kar2ouche, the
result of a partnership between academic and business partners employing gaming
technology.

A higher percentage of educational games may be created that are based on higher order
concepts of teaching and learning as a result of the publicised successes of more inventive
and thoroughly researched software. The creation of productive partnerships between
educators and people with in-depth knowledge of games is likely to be essential to success
in this field The games industry is currently hindered from participating in such development
by a number of factors, including:

➢ Awareness that developing software for this market will require different standards
and requirements of content and game;
➢ The fact that developing and mass-marketing just one product to a country or even a
continent is relatively inexpensive; higher costs would result from more localised
requirements;
➢ When a game creator or producer creates both "fun" or "cool" games and "learning
games," there may be "conflicts of image."

➢ The nearly complete lack of video gaming gear at schools compared to homes would
necessitate a significant hardware investment on the part of console-based game

29
 developers. At present there are a number of barriers to the games industry’s
involvement in such development, including:

5.2.2 USING MAINSTREAM GAMES IN SCHOOLS

➢ The usage of popular computer and video games in formal educational settings has
the potential to be both very entertaining and very difficult. There are several
difficulties with using video games in a classroom, yet certain titles have more
learning potential in a less structured home environment. The following are the
primary concerns with using popular video games in classrooms:
➢ the multiple responsibilities and tasks of the teacher in terms of preparation,
knowledge of the game, maintaining the pupils' "on track" status, and problem-
solving. It can be argued that when determining whether or not beneficial learning
has occurred, the teacher's or mediator's part is frequently just as significant as the
game itself (Birmingham 2001)
➢ identifying games that might work well or be useful in a classroom. A "chicken and
egg" situation in which schools delay implementing technology until they see the
results of other schools' successful use of it must be avoided, according to
educational financing organisations.
➢ The fact that the usage of these games in schools has been widely debated for a
number of years but has yet to occur in any logical manner is of growing concern to
the games research community. • The cultural acceptability of video games as
instructional tools. The educational community is partly unable to change this
because it must confront or deal with broader public perceptions about games.
➢ The ability for the player or user to easily transfer the financial outcomes of a session
on a business simulation game into Excel. The various stakeholders involved, as well
as their needs and those of the end user (and how these may be satisfied by the game),
must be considered by developers of games (and other software) aimed at the formal
education sector.
➢ They also need to consider cultural acceptance of games as learning media. The
educational community cannot fully regulate this since it must address or challenge
broader public attitudes of games.

30
 ➢ Developers of games (and other software) geared toward the formal education sect
or need to take into account the many stakeholders and take into account both their
wants (and how the game could meet these needs) and their reaction to such a
device.
➢ However, there is enough enthusiasm for the use of video games in the classroom
to support additional research in this field.

5.2.3 USING LITE VERSION OF MAINSTREAM GAMES

➢ The greatest potential for classroom-friendly games may lie in a compromise

between edutainment and popular games. Such would:
➢ In order to provide "immediacy of learning," websites should: eliminate any
superfluous content; have their content and underlying rule base reviewed and tested
by educational organisations;
➢ Include curriculum-relevant objectives and content; enable players to save at regular
intervals;
➢ be compatible with the original "full" versions, so kids could continue using the
game at home; and be made available to schools under an appealing licencing
scheme.
➢ Here, the video game industry has a chance to create a desirable and affordable
alternative. The 'light' versions should have very cheap development expenses
because the game's code already exists.
➢ The promotion of the games would increase the longevity of the original game and
provide new revenue sources.as students keen on the game purchase it for their own
use.

This does however assume that there are enough existing or planned games with sufficient
content relevant to school-based learning to form a ‘lite’ version.

5.2.4 EMERGENT GAME-BASED LEARNING SOCIETIES

Little research or assessment has been done on the use of online communities connected to
video games in education. The results of studies on game play in schools do support the

31
significance of kids' larger gaming cultures. Children talk about their gaming and plan their
next session while engaging in discussion, reflection, and planning exercises.

Additionally, they view this discussion as an essential component of the fun of gaming. By
building online communities where different "educational games" can be found, educational
software designers have recently started to pay greater attention to the importance of this
engagement. The Spark Island site, Grid Club, and other instances of this are some examples.

These, however, are often only observed in online communities that are currently
"surrounding" educational resources, as opposed to communities where the game-related
activities encourage discussion and debate. Trends imply that these online communities
could contribute significantly

There is a wealth of research on the advantages of collaborative learning and how computers
support it. Computer-based activities can help with this process even though children must
learn to cooperate and teamwork is not something that comes naturally to them. What this
collaboration looks like in online gaming contexts and how these settings might be used to
improve learning remain the most fascinating areas for potential future research and
development.

5.3 FINAL CHALLENGES

The main focus of this work has been on the argument for creating and utilising computer
and video games for educational purposes. These games and technology are already utilised
in some classes, albeit in peculiar and generally isolated ways (mainly in western countries).

There are a lot of reasons why this isn't yet a typical activity in schools, including how
people view games, how applicable they are to the curriculum, how accurate the content is,
and if they are suitable for use in timed classroom settings.

Before games to significantly contribute to formal or informal education, the education

sector, the general public, and the media all need to have a better grasp of the potential and
diversity of such tools.

32
In order for games with more direct educational value to emerge, the games development
industry also needs to be aware of the time, resource, and curricular limits placed on schools,
teachers, parents, and most importantly, children.

There are now just a few games that clearly contribute to the educational agenda, despite the
fact that there is a rapidly expanding and maturing body of research that is assisting in the
development of a greater understanding of the educational potential of games.

33
 WHY IT IS A VALID TOPIC

The current study's goal was to shed light on any potential negative impacts that playing
video games may have on young children's psychological growth. Despite the importance
of this topic, hardly much long-term study has been conducted in this field. Furthermore, the
scarce research on preadolescent children has focused mostly on gaming and children's
externalising problems.

Additionally, despite the present rise in interest in cooperative and competitive gaming, no
studies have yet examined their potential consequences while accounting for the way that
they generally occur, i.e., simultaneously. In contrast to earlier studies, this one employed a
longitudinal design, included pre-adolescent kids as participants, and evaluated kids'
psychosocial development in a variety of areas. concurrently researching both cooperative
and competitive gaming.

Gaming frequency was associated with increases in children's internalising difficulties and
not other changes, contrary to our assumptions that it would signify improvements in
children's externalising, internalising, peer, and overall psychosocial problems.

No correlations were observed when we also looked into how playing video games can affect
hyperactivity, inattention, and prosocial behaviour. Notably, no selection effects were
observed either; in other words, a rise in gaming frequency at the start of the study was
unrelated to psychological health. The propensity for violent video games among kids was
also not related to improvements in externalising difficulties or prosocial conduct. Last but
Not to mention that frequent competitive gaming, but not cooperative or competitive
gaming, was associated with declines in prosocial behaviour in children who played video
games for at least eight and a half hours a day or more.

The biggest concern about video games for the general public and the scientific community
is their possible negative effects on children's behaviour. The majority of people concur that
playing violent video games, in particular, negatively affects kids' behaviour since they
promote aggressive behaviour and discourage prosocial behaviour (Anderson et al. 2010).
However, neither a rise in children's externalising difficulties nor a decline in prosocial
behaviour were shown to be connected with gaming in general or violent video gaming in
particular in this study. Video games that are violent had no effect in this study. The results

34
of this study are in line with a limited body of evidence that suggests playing violent video
games has little bearing on either pro- or anti-social behaviour. Few long-term research have
looked at how violent video games affect pre-adolescent kids; this could be due to the study
population.

This outcome might have been affected by the dichotomous variable we used to
operationalize violent gaming. Games with various levels of violent content were
categorised using this method. The young age of our sample served as the driving force
behind our method since we reasoned that youngsters would have trouble evaluating the
severity and realism of video game violence. Such evaluations in our sample would almost
certainly have been prejudiced or unhelpful.

This is due to the fact that only seven of the 138 games that the kids in our sample mentioned
were categorised by age. Due to the low prevalence of extremely violent video games in our
sample, it may have been harder to find a link between violent gaming and antisocial
consequences. The fact that children who played age-appropriately violent games exhibited
no more anti-social behaviour than their peers who played non-violent games, however, may
be promising considering the findings that were seen.

It is crucial to keep in mind that at the second wave of this study, there was a discernible
shift in the prevalence of violent video game activity. second stage of this inquiry. By the
second wave of this poll, the number of extremely violent video games listed by children
had tripled to 22, and the proportion of youngsters indicating a predilection for violent video
games had climbed by almost 50%.

This change may have occurred because children are becoming more interested in violent
content as they grow. Young children could explore mature concepts like life and death
through violent content. Another idea holds that particularly violent video games'
complexity and difficulty may be higher than in many non-violent games since they are only
suited for adult audiences. Violent games may therefore appeal to young players looking for
more difficult tasks to match their evolving skills. Last but not least, youngsters may
continue to want to play violent games even though their access to them may decrease as
they grow. As a result, parental mediation is an important factor (Nikken and Jansz 2006).
As kids get older and more independent, parents could become less active in their kids' play.

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Consequently, violent gaming may not be as common as we discovered since those who
don't have access to, interest in, or skills for violent games are insulated from this risk..

These elements should be considered in next investigations. Therefore, it is likely important

to consider these crucial mediating elements when analysing the effects of violent gaming
on children: the development of children's reasons for playing violent video games, the
significance of these reasons, and the role of parental mediation (Sweetser and Wyeth 2005).

Contrary to what we expected, more frequent video game play was linked to an increase in
internalising issues, such as anxiety and depressed symptoms. Therefore, it was untrue that
youngsters with more severe internalising issues were more likely to play video games the
next year.. It is noteworthy that no selection impact was observed in our study. Since game
research has primarily focused on externalising problems like aggression, internalising
difficulties appear to be an intriguing area for future study.

Importantly, the tiny size of the observed association means that this significant discovery
should also be evaluated with care. However, our results are in line with studies that link
excessive gaming to worsening depression symptoms in teenagers (Maras et al. 2015).
Children who feel they have little control over their environment start to exhibit anxious and
sad symptoms (Seligman 2007). One explanation is that playing video games frequently
while they're young teaches kids how to avoid facing hardship in the real world. Real life
obstacles may feel overwhelming to frequently playing child gamers since game worlds
offer clear rules and the option to try again when a difficulty seems too difficult. However,
there may be a number of additional mechanisms at play here.

Negative emotions, such as frustration, are known to be evoked by video games (Lobel et
al. 2014b); these emotions as well as perceptions of ineptitude may transfer to real life.
Second, playing computer games could not give kids as many high-quality, happy-feeling
experiences as other, more conventional pastimes. Finally, it's possible that playing video
games had other negative impacts that led to emotional problems.

For instance, playing video games too much can lead to poor academic results or social
isolation (Hastings et al. 2009). 2008; van den Eijnden et al. As a result, the connection
between gaming and internalising problems may be a by-product of the connection between

36
gaming and other unsuitable actions. Future studies should therefore look at how children
who play video games experience real-world difficulty. A more comprehensive approach
that looks at how playing video games frequently interacts with other socio-developmental
processes also seems required.

Hyperactivity and inattention alterations were not linked to gaming. This is only the second
study that we are aware of that uses a longitudinal design to test this idea (see Gentile et al.
2012). It's likely that playing video games in general was a predictor of attentional abilities
that was too broad. In fact, there are many different interactions and incentive systems
available in video games. It is important to differentiate between video games in terms of
hyperactivity and inattention based on the duration of play time each session that the
designer intended as well as perhaps the tempo and intensity of visual and aural stimulation.
In actuality, while some games are designed to be played in quick bursts, others are meant
for prolonged sessions. Additionally, while some games are information-dense, others move
more slowly and allow players to go long stretches without doing anything.

Some games require quick inputs and don't use the player's senses (Fullerton 2014). Because
children were being evaluated at a young age and there was minimal variation in the games
they played, our study did not differentiate between various types of video games.

However, some game genres, like those that consistently offer short-term benefits, may be
disadvantageous to players, whilst others, like action video games that frequently change
these reward schedules, may. Even in our small sample, these effects might have balanced
one another out, particularly in the case of the negative effects of specific game types. The
cognitive load and reward structures of coding games provide a number of advantages.

major challenges, including games' widely varying levels of difficulty that could get harder
as players progress. We recommend that future study build video games based on their
attentional demands and reward schedules and to create new hypotheses based on these
traits. Because they can work together to develop incredibly precise and unbiased
experimental designs, researchers and designers seem especially ideal manipulate the
specific features of game titles that may give rise to attentional deficits or improvements
(e.g. Anguera et al. 2013).

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Last but not least, youngsters who played competitive video games for at least 8 hours per
week were only those who reported a drop in prosocial behaviour. Since cooperative gaming
usually coexists with competitive gaming and has been shown to encourage prosocial
behaviour, it was considered in this study (Gentile et al. 2009).

The fact that competitive aims frequently seem to take precedence over cooperative ones in
online video games may be what is causing this trend. Competition is still the main goal of
play in these sports because collaboration is frequently merely a means of out-competing an
opposing team. We want to emphasise the importance of replication as well as the creation
and use of measures that are sensitive to the wide range of social dynamics present in various
games. Experimentative studies could be especially helpful because many multiplayer video
games currently available let players select jobs that either place a larger emphasis on
collaboration or rivalry (for example, that of a medic or a striker).

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 OBJECTIVE OF THE STUDY

• To determine the proportion of kids and teenagers who play video games.
• To examine how playing videogames affects participants' behaviour.
• To investigate the effects of video games on player health.
• To comprehend how playing video games affects a player's productivity.
• To understand what drives players to participate in such activities.

RESEARCH METHODOLOGY

• Simple random sampling and exploratory research design

• Source of Data: Secondary data
• Study participants included young people and some parents or guardians of kids who
play video games.
• Model size: The researchers chose a sample size of 100 youth and some parents or
guardians of children using the practical random sampling technique
.1. Do you or your children play videogames?

Figure 1

Interpretation:

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• Of the whole population under study, 94% of people either play video games themselves,
do so with their kids, or do both.

• 3 out of every 50 persons, or 6% of the population, do not play video games.

2. How often you or your child do plays videogames?

Figure 2

Interpretation:

• 50% of people in the population play video games on a daily basis, either for themselves,
their kids, or both.

• Seventeen respondents, or 34% of those under contemplation, play video games on a

weekly basis—either they or their kids.

• Only 10% of the population in question rarely plays video games, either for themselves or
their kids.

3. Why do you or your children play videogames?

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 Figure 3

Interpretation:

• 42% of the sample, or 21 out of 50 respondents, admitted to enjoying video games alone
or with their kids.

• 12% of research participants—either themselves or their children—used video games as a

stress reliever.

• Playing video games with their children or on their own leisure is enjoyable for 26% of the
people under consideration.

• The remaining 20% of the population studied plays video games with their children or for
social competition.

4. Which category of games do you or your child prefer playing?

Figure 4

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 Interpretation:

• Action games are preferred by 48% of the population in the study, whether it be for
themselves or their kids.

• Sports games are preferred by 36% of the population under consideration, or 18 out of 50
respondents, who are either themselves or their children.

• 12% of the respondents under research, either themselves or their children, favour puzzle
games.

• 4% of the respondents under consideration favour strategy games for themselves or their
kids.

5. How does playing video games affect the player?

Figure 5

Interpretation:

• Forty percent of the people being studied believes that playing video games negatively
affects the gamers.

• According to 22% of the responses they are taking into account, video games have a
favourable effect on the gamers.

• 19 out of 50 persons, or 38% of the population under examination, believe that video games
have no effect on their participants.

6. Does playing video games make the person angry or aggressive, or does it cause
frequent mood swings?

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 Figure 6

Interpretation:

• 36 out of 50 participants in the study, or 72% of the respondents, believe that playing video
games can cause mood swings or aggressive or violent behaviour.

• According to 28% of the sampled population, playing video games does not cause hostility,
violence, or mood changes.

7. Does playing of video games reduce the productivity level among the players?

Figure 7

Interpretation:

• 28 out of 50 respondents, or 56% of the sample, believe that playing video games lowers
a player's level of productivity.

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• According to 24% of the population surveyed, playing video games does not lower
productivity levels.

• Twenty percent of respondents were unaware of the impact of video games on productivity.

8. Does playing of video games lead to health issues such as stress, anxiety sleep lessness?

Figure 8

Interpretation:

• 33 out of 50 study participants, or 66% of the respondents, believe that playing video games
affects one's health.

• Video game playing does not cause any health problems, according to 34% of the
population under examination.

9. Do you think, that if players play video game it will develop various skills in them for
example multi- tasking, hand-eye management, analysis and decision-making skills, etc.?

44
 Figure 9

Interpretation:

• 39 out of 50 participants in the research, or 78% of the population, believe that playing
video games fosters the development of a variety of talents.

• In contrast, 22% of the respondents considered believe that playing video games does not
aid in the development of any skills.

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 FINDINGS

1) More than 90% of study participants play video games either alone, with their kids, or
both.

2) Daily or weekly gaming is done by more than 84% of the survey participants.

3) More over 40% of the other respondents who were taken into consideration enjoy playing
video games, either alone or with their kids. For themselves or their children, 12% of
research participants play video games to relax.

4) Approximately 48% of the sample's population, including both them and their offspring,
choose action games, while just 16% prefer puzzle or strategy games.

5) While 22% of respondents think that playing video games helps gamers, 40% think the
opposite.

6) More than 70% of the population being surveyed believe that playing violent video games
increases aggression.

7) Approximately 56% of those surveyed think that playing video games makes people less
productive, whereas 20% are unaware of any productivity-related changes.

46
8) More than 65% of the population under investigation thinks that playing video games can
have negative effects on one's health.

9) Seventy-eight percent of those being researched believe that playing video games can
teach you a range of skills.

CONCLUSION

It is clear from the survey results that children can experience both good and bad things from
playing video games. There is little doubt that playing video games can harm your health
and academic performance. It's critical to comprehend both the advantages and
disadvantages of video games. Playing games with other kids while maintaining a healthy
lifestyle generally has positive effects.

While playing violent video games is a known risk factor for a number of unfavourable
conditions. According to some study, playing video games can help students become more
engaged in their studies. This seems to be particularly true for issues that call for critical
thought.

They can add another method of learning to the many other pedagogical approaches now in
use. The risks of severe gaming must be understood by both teachers and pupils. It may have
negative effects on education, society, and transcendence.

When playing games, students have been known to completely tune out of their companions
and their environment. A small number of kids spend a lot of time playing video games, as
evidenced by the prior figures. In order to live a healthy lifestyle, balance must be
emphasised, and video games are no exception..

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 RECOMMENDATIONS

➢ Playing video games with their kids to portion the knowledge and talk about the
content; founding clear guidelines for game play time and content both inside and
outside the home;
➢ keeping an eye on online connections and threatening kids about probable risks of
Internet contacts though playing games online;
➢ And allowing video games; are some of the strategies that parents can use to keep
their preschool-aged children safe from the negative effects of playing video games.
➢ Keeping in mind that you are an example for your children, set restrictions on your
own screen time and the length of time you spend playing video games.
➢ You should also make sure that your children only play video games after their duties
and homework are finished.

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 BIBLIOGRAPHY

➢ Carr, D., Burn, A., Buckingham, D., Sschott, G. (2006). Videogames: text, narrative,
play, Cambridge.Polity Press.

➢ .Conlan, O., Hampson, C., Peirce, N., & Kickmeier-Rust, M. D. (2008).

Realtime Knowledge Space Skill Assessment for Personalized Digital Educational
Games. In Proceedings of the Ninth IEEEInternational Conference on Advanced
Learning Technologies (ICALT'09), July 14-18, 2009, Riga, Latvia

➢ Connolly, T.M. (2008) "Using Alternate Reality Games To Support The Teaching
Of Modern Foreign Languages", 4th International Conference on Web Information
Systems and Technologies (WEBIST),4-7 May 2008, Funchal, Madeira, Portugal.

➢ Connolly, T.M. and Hainey, T. (2007) "Applying Games-based Learning to Teach

Software Engineering Concepts", 3rd International Conference on Web Information
Systems and Technologies(WEBIST), 3-6 March 2007, Barcelona, Spain.

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 REFERENCES

https://mathrider.com/effects-video-games-child-development

https://www.apa.org/monitor/2014/02/video-game

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5346125/

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