| There are several age-appropriate video games | | | | violent video games tended to display more |
| that provide hours of fun while at the same | | | | aggressive behaviors and were generally more |
| time providing practice in logic and | | | | violent. The amount of time that they spent |
| strategizing as well as problem solving. | | | | playing video games had a direct impact on |
| However the growth and rising popularity of | | | | their academic grades in college. Those who |
| video games has been riddled with controversy | | | | spent long hours playing video games almost |
| as younger and younger children get exposed | | | | always had lower grades. |
| to the subset of video games that feature | | | | |
| antisocial behavior, violence and gore. There | | | | Not only did violent video games provide a |
| is rising concern on the effects of violent | | | | conducive environment for learning aggressive |
| video games on children. The increasingly | | | | solutions to conflict situations, they also |
| realistic nature of these games makes them | | | | offered ample opportunity to practice and |
| extremely popular among children of all ages, | | | | hone this particular trait. Playing violent |
| but it is this very same realistic nature | | | | video games for a short period augmented |
| that is the cause of great anxiety. | | | | aggression by priming aggressive thoughts. |
| | | | Long-term playing had longer lasting effects |
| Apprehension about violent video games is | | | | as long-term players were inclined to learn |
| based on the assumption that they promote | | | | and rehearse new scripts related to violence. |
| violence and aggression amongst young | | | | The active learning environment of violent |
| players. Extensive research has proven beyond | | | | video games makes them potentially more |
| a doubt that television violence increases | | | | damaging than exposure to violent television |
| aggression and violence among the children | | | | and movies. |
| who watch it. Concern regarding violent games | | | | |
| was originally based on these studies. | | | | Social scientists hypothesize that there are |
| However later studies show that violent video | | | | four main reasons why video games have such a |
| games may be more damaging than violent | | | | profound impact on children. |
| television primarily because of the | | | | |
| interactive nature of video games. | | | | Children are more likely to mimic the |
| | | | behavior of any individual or character that |
| Studies show that playing violent video games | | | | they identify with. Most violent video games |
| tend to foster aggressive behavior, thoughts | | | | require the player to take the point of view |
| and feelings in young people in laboratory | | | | of and enact the role of the perpetrator. |
| settings as well as in actual life. Moreover, | | | | |
| violent games are riveting and extremely | | | | As opposed to passive observation; the active |
| interactive. They compel the player to | | | | participation that is required in violent |
| identify with the aggressor, making them more | | | | video games fosters aggression as second |
| vulnerable to the aggression-enhancing | | | | nature. |
| effects exposure to violent games. It is not | | | | |
| only the habitual players that are affected; | | | | The repetitive nature of the interaction, |
| even those who are briefly exposed to violent | | | | which provides ample opportunity for learning |
| video games are inclined to display | | | | violent ways of thinking and acting. Violent |
| aggressive behavior, even if the increased | | | | games are in effect a rehearsal for violent |
| aggression was only temporary. | | | | behavior and actions in real life. |
| | | | |
| Extensive studies on the cause-effect of | | | | Exposure to violent video games increases |
| playing video games showed that junior and | | | | aggressive thoughts and emotions as well as |
| high school students who reported played more | | | | aggressive actions. |