Violent Video Games Capstone Project Part #1

Violent Video Games Capstone Project Part #1

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Violent Video Games Capstone Project Part #1 Violent Video Games Stephanie Pineiro IDS3309 June 6, 2022                 The impact of Violent Video Games Violent video games have been covered extensively in media. Playing violent videos has negatively affected children; thus, it is linked to media violence. Media violence refers to the exposure or portrayal of aggressive or hostile acts of one human towards another. What they see on screens or when playing video games reinforces aggressive and hostile behaviors. In this case, many children are no longer empathetic, social, or loving. They do not understand the pain and suffering of others either. Video games like DOOM increase a person’s aggressive thoughts, behavior, and feelings. Media has contributed to violent video games; many people claim that media effects are real; that is why many young people become killers and smokers and contribute to suicidal acts. Accordingly, media has shaped the event because researchers have linked it to desensitization, nightmares, and fear of being harmed. Video games lead to aggressive thinking and a decrease in prosocial behaviors. If the videogame becomes more realistic and the child becomes more exposed to it, the more it negatively impacts the child. Children and teenagers can become overly involved; thus, they develop aggressive thoughts and behaviors. Blackburn & Scharrer (2019) argue that video games enhance the perception of masculinity, thus, narrowing the view of gender. Men and women who play their favorite violent games endorse a view of masculinity, including aggressiveness, suppression of emotions, dominance, and toughness. The media has the power to shape and change the perception and understanding of people. Children learn new ways of aggression from violent video games. Many people have reacted to video games as it has enhanced generational panic; thus, society should focus on protecting the people, particularly those unfamiliar with them. The development of new media is always accompanied by anxiety because of its effects on society. Many people believe that introducing video games have harmed children as they become overly obsessed; hence, they become immune to pain and develop prosocial behaviors. These children develop negative personalities that could affect them, family members, and society. Zafar & Chaudhary (2018) state that violent video games cultivate vicious attitudes and damage children’s way of life. Media has a significant impact on our beliefs, attitude, and behaviors. According to the authors, most children spend at least two hours a week playing video games. The authors’ study found that young boys spend 9.5 hours per week on video games. Children start behaving similarly after watching much violence and playing violent video games. People have also claimed that violent video games have affected their empathy and willingness to help; in this case, society feels these people will become selfish adults who do not care for others. Violent video games are linked to anxiety, loneliness, sleeping problems, and depression. Also, these people have poor academic performances; many have claimed that these children have less attention in class; thus, they do not perform. According to social learning theory, when children play violent video games, they copy the actions and try to induce them whenever they find an opportunity (Zafar & Chaudhary, 2018); this show how overarching the problem has become. Since there is not enough evidence to show the negative impacts of video games, no one has created any movement related to violent video games. Instead, several debates have claimed its negative effects, particularly on children and teenagers. After the shooting in El Paso, the role of video games grabbed attention. The shooting was linked to the “Call to Duty” video game, which resulted in societal violence. President Trump linked video games to real-world violence and argued that these games are evidence of immoral and violent media that negatively impact society. Society fears delinquencies and violent criminal behaviors. There have been counterarguments and criticism on the idea that violent video games are linked to real-world violence. Scientists, media outlets, and gamers argue that no science links violent video games to real-world violence. Videogames have played a significant role in several mass shootings, but there is no science to prove that; instead, people blame gun violence. Walmart removed its video games after the mass shooting because it believed that video games were linked to them. Some people support violent video games; they argue that playing them reduces aggression and increases prosocial behaviors. Others argued that these games have cognitive and social benefits; thus, they should continue. In a nutshell, violent mediated content harms people. Children are mostly affected; thus, they become more aggressive and violent. Media violence has led to behavior changes, delinquencies, and criminal behaviors in children, teenagers, and adults (Wiederhold, 2021). Some support violent video games because they believe they improve eye coordination, mental skills, and motor coordination. In this case, many will argue that violent video games have both negative and positive effects. Interestingly, the cons outweigh the pros and have led to individual, family, and societal effects. Different information media have shaped video games; these include television films and social media. All this increases aggressiveness among children, allowing them to develop negative behaviors that affect them and others. Network and people have allowed the children to spend much time playing the games. These information systems have created more violent videos that attract players.                                   References Blackburn, G., & Scharrer, E. (2019). Video game playing and beliefs about masculinity among male and female emerging adults. Sex Roles, 80(5), 310-324. Wiederhold, B. K. (2021). Violent Video Games: Harmful trigger or harmless diversion?. Cyberpsychology, Behavior, and Social Networking, 24(1), 1-2. Zafar, A., & Chaudhary, U. G. (2018). Effects of violence shown in media on children: A study of parent’s perspective. Journal of Early Childhood Care and Education, 2. RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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