Nimuel Vincent F.

Reyes
ITC C311-302I

Week 6 - Application of Different Referencing Styles

In America today, 91% of kids between the ages of between the ages of 2 and 17 people play
video games (NPD Group, 2011) and research of American citizens that was conducted
nationally. The majority of boys (up to 99%) and girls (94%), according to teens play these video
games (Lenhart et al., 2008). Within the United States Over $25 billion was made from video
games alone in 2010. More than double Hollywood's box office revenue of United States and
Canada: $10.8 billion (Motion) The 2011 Picture Association of America the mainstream media
frequently reports on this situation of almost constant play. Urgent messages about the dangers
of addiction are pulsed out Particularly in children and adolescents, these games and their
inescapable connection to violence and aggression. Certainly, the vast majority of psychological
studies on the impact of the harmful effects of "gaming" have been highlighted: the Potential harm
associated with addiction, violence, and depression (e.g., Anderson et al., 2010; Ferguson,
2013; Lemola et al., 2011). This concentration most likely won't shift in the future. as a result of
the massive media in the near future mass murders (like the Columbine massacre) have drawn
attention. Youth are connected to high school killings in 1999. who enjoy playing bloody video
games (Ferguson, 2007). Earlier this year (December 2012), it was revealed that the Sandy
Playing shooter games before opening fire at Hook Elementary School President Obama formally
requested Congress as a direct result. 10 million dollars should be set aside for study on the
consequences of violent video games in particular, in the media (Obama & Biden, 2013).

Games and simulations are already widely incorporated in the conventional educational process
as quickly expanding technical applications. They are widely used in the field of education, and a
body of research has already been done looking at how games and education interact (Yang,
Chen, & Jeng, 2010; Chiang, Lin, Cheng, & Liu, 2011). Digital or web-based games have
tended to promote learning more and more recently. This research field has attracted a lot of
interest from the scientific and educational community, including teachers, students, and game
designers, in the context of online education. Instructors and those who develop educational
policy are interested in integrating cutting-edge technical tools, such as video games, virtual
worlds, and Massive Multi-Player Online Games (MMPOGs), due to the expanding use of
technology (Buckless, 2014; Gómez, 2014). In terms of student performance, engagement, and
learning motivation, games and simulations have variable results. There is a void in the literature
on a precise framework of use across academic programs, nevertheless, as these studies mainly
concentrate on a select few subjects. As a result, the choice of how effectively to incorporate
games and simulations into the learning process is frequently left up to the instructor. As a result,
the goal of this study is to create a framework that will enable educators from a variety of fields to
better appreciate the benefits and drawbacks of games and simulations in relation to their
instructional objectives.

It goes without saying that different video game genres challenge different mental skills. Strategy
role-playing and puzzle games, as opposed to fast-paced action games, help players develop
more reflective problem-solving skills. Playing these games enhances one's capacity for general
problem-solving, and may even lead to higher academic grades, according to longitudinal and
correlational studies (see Granic et al, 2014).
Full Reference in APA

Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. The

American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857

Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education:

a systematic literature review. International Journal of Educational Technology in Higher

Education, 14(1). https://doi.org/10.1186/s41239-017-0062-1

Benefits of play revealed in research on video gaming. (n.d.). Psychology Today. Retrieved

September 24, 2022, from https://www.psychologytoday.com/us/blog/freedom-

learn/201803/benefits-play-revealed-in-research-video-gaming