The Problem and Its Setting

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Chapter 1

The Problem and Its Setting

Introduction

Computers have become an integral part of our lives and homes. This gives

students easy access to video games, and many students are always playing video

games.

Computers have become indispensable in modern times. From information to

fun, you can probably do everything with the help of this amazing machine. Computers

are essential for today's people, and the time they spend on computers is constantly

increasing.

One of the most popular computers for students is video games or computer

games. From puzzles to racing, action to sports, strategy to adventure, computer games

are probably the biggest addiction for most students. Companies such as Sony and

Microsoft are doing their best to promote Xbox and PlayStation to people around the

world, making this games even more attractive.

Addiction to these computer games can cause serious harm to students.

Students play for long periods of time, which can lead to eye damage. The effects of

excessive visual media are obvious, as many people these days have begun to wear

glasses from an early age. Playing computer games for long periods of time can also

cause headaches and dizziness.


But one of the biggest concerns about playing excessive computer games is that

the students/people aren't out and playing. Playing outdoor sports does not only

improve your physical fitness, but it also helps the students/people grow better because

they can adapt to a better society. Some of these games are violent and can be hostile

to students, which is very harmful.

It may not be possible to ban students from playing these games. However

parents and schools must encourage their children to play outdoor sports. They need to

allocate time to play video games and adults/seniors need to monitor the type of games

the students are playing.

Background of the Study

The relationship between violent video games and adolescent aggression has

become a hot issue in psychological research (Wiegman and Schie, 1998; Anderson

and Bushman, 2001; Anderson et al., 2010; Ferguson et al.., 2012; Greitemeyer, 2014;

Yang et al. Al., 2014; Boxer et al., 2015). Anderson et al, based on the General

Aggression Model (GAM). Violent video games have been suggested to constitute

leading variables for aggressive behavior. That is, the degree of exposure to violent

video games directly leads to increased aggression (Anderson and Bushman, 2001;

Bushman and Anderson, 2002; Anderson, 2004; Anderson et al., 2004). Related

longitudinal studies (Anderson et al., 2008), a meta-analysis (Anderson et al., 2010;

Greitemeyer and Mugge, 2014), event-related potential studies (Bailey et al., 2011; Liu
et al., 2015)., And a study of juvenile delinquency (DeLisi et al., 2013) showed that

exposure to violent video games significantly predicted adolescent aggression.

Anderson and others. He insisted on using GAM to explain the effects of violent

video games on aggression, and other researchers suggested a different perspective.

For example, a meta-analysis by Sherry (2001) suggests that violent video games have

a negligible effect on adolescent aggression. Meanwhile, Ferguson (2007) suggested

that publication bias (or the file drawer effect) could affect the effectiveness of violent

video games on adolescent aggression. Publication bias means that articles with

positive results (such as statistical significance) are more likely to be published than

articles with negative results (Rosenthal and Rosnow, 1991). .. A meta-analysis by

Ferguson (2007) found that, after adjusting for publication bias, related studies could not

support the hypothesis that violent video games are highly correlated with aggression.

Next, Ferguson and others. We proposed the Catalyst model (CM), which is the

opposite of GAM. According to this model, genetic predisposition can lead to aggressive

child temperament and aggressive adult personality. Individuals with an aggressive

temperament or personality are more likely to behave violently during times of

environmental tension. Environmental factors act as catalysts for the violent behavior of

individuals with a violent personality. This means that the environment does not cause

violent behavior, but it can mitigate the causal effects of biology on violence. The CM

model suggested that exposure to violent video games acted only as a catalyst

influencing its morphology, not as a precursor to aggressive behavior (Ferguson et al.,

2008). Many studies (Ferguson et al., 2009, 2012; Ferguson, 2013, 2015; Furuya-

Kanamori and Doi, 2016; Huesmann et al., 2017) have found that adolescent
aggression is exposed to violent video games. We found it unpredictable, but it is

closely related to the characteristics of antisocial personality, peer influence, and

domestic violence.

Anderson and his collaborators (Groves et al., 2014; Kepes et al., 2017) are

Ferguson et al. Suggested that there are major methodological shortcomings in this

study. And they re-declared the validity of their own research. Some researchers

supported Anderson et al. Criticized Ferguson's view (Gentile, 2015; Rothstein and

Bushman, 2015). However, Marquee (2015) took a neutral position that he should not

take an extreme view of the relationship between violent video games and aggression.

In fact, the relationship between violent video games and aggression is complex.

In addition to the controversy between the two models above on whether or not there is

an impact, other studies include internal factors such as normative beliefs about

aggression and the family environment in the relationship between violent video games

and aggression. We investigated the role of external factors.

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