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