Is playing computer games, good or bad?
The answer depends on which way you look.
Many people call computer games a waste of time or even think they can negatively affect the brain.
Cruel computer games are believed to encourage anti-social behavior, cruelty, and attacks on extremes.
However, many scientists and psychologists are convinced that computer games also have endless benefits (for example, children who play them can become smarter).
Computer games develop a small mindset that will be useful to them in the future.
The game changes the physical structure of the brain, just like learning to read, play a musical instrument, or navigate maps.
You probably heard this quote about gaming:
Just as physical exercise can build muscle, computer games stimulate chemical reactions in the brain that help the brain develop.
Advantages of computer games:
- Learn to use instructions.
- Develops logical thinking and helps to accept problems.
- Improves hand-eye coordination, fine motor skills, and spatial skills.
- Help learn to plan, teaches resource management and logistics.
- Help learn to perform multiple actions at once, pursue different goals, and notice different variables.
- Accelerates thinking, teaches quick decision making and situation analysis.
- Promotes accuracy.
- Encourages the development of strategies and the anticipation of events.
- Improves reading and math skills.
- Encourages perseverance.
- Enhances memory and attention.
- Encourages not being afraid to take risks.
For that purpose, we created some amazing quotes about gaming.(See below)
Enhance Your Inspiration With These Gaming Quotes!
Let’s begin with these amazing and beautiful quotes about gaming:
I just love gaming
Gaming is the peak of creativity
I’m not a player. I’m A gamer.
Most constipated players repeat like a mantra the fact that computer games develop the speed of reaction, the reaction.
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Virtual reality is just the beginning.
Those who play strategic or economic games say that this is how they train logical thinking.
We are not arguing about that, but we want to talk about another aspect.
Gaming is not a crime
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Let The Game Begin!
The best therapy is gaming
Princess by day gamer by night
The future of gaming will be like…
Computer games effortlessly create unrealistic expectations for the development of skills, which is not good, because when you exit the game world into the real world, cognitive dissonance can occur.
New computer games are short. Their levels, especially the first ones, are overcome quickly, and where there are additional incentives to come back, play a mini-game in a game that keeps attention and engagement.
When we play, we get the rewards for that game pretty quickly.
In games, we open new maps, “unlock” new weapons or skills. The curve of improvement, as in life, first shoots up quickly and then calms down.
But in games, no one takes away the skills, the curve continues to grow and – if we compare it with real activity – relatively quickly. What matters is not only how quickly new titles and prizes are acquired, but also that they are worth nothing in the real world.
The characteristics of games that commonly occur in definitions from the literature, aiming to provide an open definition of game, where activities can be considered to be game-like or game-based if they exhibit some of the characteristics (but not necessarily all, or even most).
The more of these characteristics an activity possesses, the more essentially game-like it can be considered to be.
Gaming Quotes. Poster For Real Gamers.
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What Pro Gamer Should Know Before Entering A Virtual Reality VR?
This exists where the aim of the activity is to win by achieving a better result than one or more other players. It is also possible for an individual to compete against themselves, for example, beating a score that was achieved on a previous occasion. Some games involve competition in that they are played with other people in real-time (e.g. a multi-player car racing game), while others allow competition with others playing at different times (e.g. an arcade game with a high score table).
Games such as adventure games, where players have to solve a series of puzzles to complete the game, are not strictly competitive (using this definition), although they are certainly challenging (see the next point).
The theory is competitive by timing it and comparing the time with those achieved by other people).
This is the idea that a task has some degree of difficulty, is not trivial to complete, and requires effort to achieve. Different games will have different degrees of challenge, from the simplistic to the highly complex, and the concept of challenge can be highly individual – what is highly challenging to one individual may be simple to another, and the degree of challenge in a multi-player game may also depend on the skill of the opponent. The type of challenge can take many forms, for example, they can be mental (solving a puzzle), physical (climbing a wall), or social (negotiating a deal). Complex games, such as role-playing games, where players take on the role of a character in a fantasy world and take part in quests, offer a range of challenges of different levels and types, while more simple games and puzzles may offer less in the way of challenge.
This describes the concept that the activity takes place in a simulated environment – which can be real, virtual, or imaginary – and that this environment can be explored by the player. There are places, objects, and people to be discovered and interacted with and exploration of the environment stimulates curiosity as to what elements exist in the game world and how they can be used. The game environment can consist of actual locations (virtually or physically), or it can be the interface and the meta-environment of the game (e.g. exploration of the constraints of the game and discovering what controls are and what they do).
This is the element of make-believe underlying a game, including the creation of a fictional gaming environment, the narrative that holds together the action and the characters that inhabit the game world. The word fantasy – particularly in relation to games – typically conjures up images of wizards and goblins, but I use it here in a wider sense to describe simply that which is not real. So a fantasy environment could, for example, be a real location in which the element of fantasy is left to the players’ imaginations, or it could be an immersive virtual world containing a host of mythical characters. It is the fantasy elements (the locations, characters, story, and dialogue) that provide color and background to a game.
This characteristic refers to the provision of explicit aims and objectives. Goals let the players know what the purpose of a game is and why they are playing, as well as what they have to do to win or complete the game. Goals can be overarching and apply to the game as a whole (e.g. solve the mystery) or be smaller subgoals that need to be completed in order to achieve the overall aim of the game (e.g. unlock the door). Some games do not have predefined goals (e.g. children’s make-believe games) and many simulation games are open-ended, but let the player play in a more flexible environment and define their own goals.
This is the notion that players can influence the state of the game by taking action and, in turn, the game changes and provides feedback to the players, which they can use when deciding on their next action. Interaction can be simple, such as a quiz that provides feedback on answers given, or highly complex, such as a virtual world where players can interact with other players, game characters, objects, and the environment itself. Crosswords are game-like activities where interaction does not take place because the user changing the state of the game by adding a word to the crossword grid) does not lead to further changes on the grid itself, nor does it generate feedback from the environment.
These are related to, but distinct from, the goals of a game. They provide a mechanism for measuring the degree to which a goal has been achieved, how far a player is progressing towards a goal, or how one player is faring in comparison to others. For example, scoring is one way to demonstrate measurable outcomes or the use of a progress bar can allow players to see how much of a game they have completed. Many simulation games have highly complex scoring systems that compare a whole range of variables, while other games do not have measurable outcomes but simply a win, lose or draw end state.
These are the players who take part in the game. In some games (such as online multi-player role-playing games) people play simultaneously; in some (e.g. many board games) they take turns in real-time, and in some, they play asynchronously over longer time periods (in cases such as online games with leader boards). Players play against each other competitively in many games but can also collaborate with others to achieve group goals. Online role-playing games (MMORPGs) provide a good example of games that involves collaborative play where characters have to work together as a team to solve missions that cannot be completed by one player alone (although many of these games have a competitive angle also). Computer games are one area that has been traditionally dominated by single-player games, although it is common for players to play together in the same physical space, taking turns with an action game or working together to solve an adventure game. Recently, however, the increasing pervasiveness of networked computers and massive growth in online multi-player gaming has opened up the options available for games that involve collaboration with others.
These provide a set of instructions as to how the game should be played and what constraints are in operation on the players. They can be both explicit (as in the rules on the game box) or implicit (such as codes of conduct within games). In the case of most computer games, the rules are written into the design of the game, but there are usually various ways of cheating (e.g. using walkthroughs or hint forums). It is often the case that the rules of a certain genre are implicit; for example, in adventure games, if you find a locked door, you know that you are probably going to have to find a key. Therefore prior knowledge of that specific game genre is often useful in completing games of the same genre.
This is the idea that games are consequence-free environments that can be experimented in and that the outcomes of the game have no penalties or rewards in the real world. This characteristic is often not the case for people who play games at a professional level, for example, professional footballers, or games where there are other consequences outside of the game itself, such as gambling games. This may also be an unrealistic characteristic in education, where games may impact assessment grades, reputation or relationships.
You may have noticed one significant omission in this definition of games – where does the fun come in? A difficulty that arises when devising a definition for games or in trying to decide whether an activity can be classed as a game or not, is that the characteristics used to define a game are not all objective. For example, the degree of challenge and perceived safety may depend upon the circumstances and the particular individuals involved.
However, on the whole, this framework uses objective characteristics so that the degree to which any given activity is like a game is inherent in the activity itself and not in an observer’s perceptions of the activity (although clearly, some characteristics may be open to the interpretation of the individual).
Game Characteristics and Learning. Piplum — Pioneers Of Gaming Quotes.
From an educational perspective, there is a great deal of commonality between the characteristics of games and the characteristics of effective learning experiences. In my opinion, good learning activities are intrinsically challenging – but achievable – and stretch and engage the learners through gradually increasing levels of difficulty.
The provision of explicit achievable goals is embedded in higher education practice through the provision of learning outcomes or objectives associated with each course (and often with smaller units of learning too).
These objectives aim to be explicit, realistic, and measurable so that learners are clear about what is expected of them and they can be formally assessed in an appropriate manner. This assessment can provide students with an indication of their progress, which is equivalent to an outcome (or result) in a game.
The triangulation of learning objectives, activities, and assessment, called constructive alignment (Biggs, 2003), is commonplace in the design of courses within higher education. Interaction is also an essential component of learning, providing a mechanism for learners to identify misconceptions and test and modify their understandings.
The provision of feedback is key, for without identification of errors and areas for improvement it is difficult for individuals to expand their knowledge, improve their skills, or see issues from different perspectives.
Learning from other people through mentoring, discussion, and group work is also an important part of learning in higher education.
The potential for students to explore and investigate a subject to an appropriate level and depth for themselves is also, I feel, important for learning and for stimulating curiosity in the subject itself and from the questions that arise as further investigation is undertaken.
The presence of other people within the learning process is another key element, be they teachers, mentors, facilitators or other learners. I will argue in the next chapter that seeing games as fundamentally collaborative learning environments is an important step towards making full use of their potential for learning.
While I would argue that other people are important, the relationship between players that is most appropriate for learning is less clear. Theory may act as a motivator for many students, but may also put unnecessary pressure on others, and from my own experience may act as a demotivational factor for some students who feel that they cannot compete (however, I do recognize that the implementation of any assessment system where marks or grades are comparative and made public will inevitably generate a competitive environment for students).
Johnson and Johnson (1989) argue that cooperation is preferable to competition or the efforts of one person alone in many learning and work situations, but also highlight situations in which competition supports learning, such as when it is between groups rather than individuals. While competition is, for many, a key aspect of gameplay, it is one that needs to be applied with caution in an educational environment.
Two other characteristics of games that I feel also have to be applied with caution to learning are rules and safety. While rules can help guide and scaffold learners through learning activities, they can also stifle creativity in learning and should be seen as guidelines rather than hard-and-fast laws. While some rules, particularly those pertaining to conduct or appropriate behavior, maybe non-negotiable, others have the scope to be more flexible, enabling learners to take greater control over, and responsibility for, their own learning.
Safety is another ambiguous area; while the idea of providing safe learning environments for students to test their assumptions and learn from their mistakes is sound, without some external motivation (e.g. assessment and degree classification) the degree to which students will realistically engage in learning is debatable.
The final characteristic, fantasy, is the one that has perhaps the least obvious application to learning within higher education. However, imaginary and simulated scenarios and cases are commonly used in many aspects of higher education, business, and medicine to name but two. In this context, the realism of the scenario is important as this will impact both students’ willingness to engage with it and on the transferability of learning to the real world.
Taken as a whole, however, the characteristics of games discussed here relate to a great degree to the characteristics of good learning environments, although some have to be applied thoughtfully and with caution
Acceptability in Gaming
The way in which the concepts of play and fun are perceived during learning differs in higher education. While they might be seen as appropriate elements within the context of children’s learning, games are perceived by many learners and teachers in higher education as frivolous and a distraction.
Perceptions of the appropriateness of games will affect the degree to which they are seen as acceptable by their users, so a greater emphasis on games’ purposefulness and their pedagogic rationale is required in this context.
Applicability to the real world Learners in higher education, and adult learners in general, are more likely to need to see the real-world relevance of what they are learning and be able to transfer what they have learned into authentic contexts. This has implications for the design of games and their supporting activities outside the game environment.
The assessment of digital games for learning is one of the key issues that this book aims to address, and whether or not a game is assessed will affect the dynamic of its use and the engagement of learners. Lecturers in higher education also have a great deal more flexibility in the way in which courses are assessed than teachers in schools, and it is this freedom that creates greater potential for the integration of effective digital game-based learning, while at the same time raising questions about the types of assessment that are appropriate at this level.
Cognitive level of learning outcomes
The nature of the learning outcomes at the university level (particularly at the end of an undergraduate degree and in postgraduate studies) do not focus simply on memorization, repetition of facts, or understanding of a topic. Instead, they tend to focus on higher-level cognitive outcomes, looking at skills such as critical thinking, evaluation, synthesis, and application, and the types of computer games that are appropriate in this context are different from those used to teach lower-level skills.
The motivations of adults to undertake to learn and engage in game-based learning are different from those of younger learners.
Adults have a range of different reasons for taking part in learning and choose to engage voluntarily in the higher education system. Computer games are often justified in education because they are ‘motivational’, but in my experience, this is not necessarily the case for adults (and certainly not all adults).
A rationale for the use of games simply as motivational tools is not appropriate in higher education and is an oversimplification of the motivations that surround adult engagement in learning.
Orientation to study
Higher education students are required to take greater responsibility for their own learning, have a greater understanding of the learning process itself, and develop more mature and self-reflective attitudes to learning. Concepts such as ‘stealth learning’ that have been applied to games, where learners learn by playing a game without necessarily understanding what or how they are learning, are not appropriate to this context.
We don’t demonize games; we just have a couple of tips:
- If you are already playing, choose computer games for children with an educational element – where knowledge can be gained.
- Limit time at the computer. Just ask yourself, will I grow up as a human in another hour I play? Isn’t there a real activity where I felt just as good?