The Link Between Playing Video Games and the Violent outbreaks among Science Technology

Engineering and Mathematics (STEM) Students: Statistics

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A law defined violent video games as those “in which the range of options available to a
player includes killing, maiming, dismembering, or sexually assaulting an image of a human
being.” On the last day of its term, the U.S. The Supreme Court overturned a California law
banning the sale or rental of violent video games to minors, rejecting an effort to exempt another
kind of communication from First Amendment protection. In 2005, Arnold Schwarzenegger, a
former governor of California, enacted legislation outlawing the sale of violent video games to
minors. The Supreme Court declared the bill unconstitutional in a 7-2 judgment. A labelling
requirement for the games was also included in the law, mandating that violent video games bear
a distinctive "18" label on the front cover. The California law that forbade the sale and rental of
video games to minors was upheld by the U.S. Supreme Court. The case received a lot of media
and legal community interest. More than 30 friend-of-the-court papers were submitted by
interested parties, including one from the Reporters Committee for Freedom of the Press.

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There have been a number of published studies on the efficiency of online games in terms
of educational outcomes. These research, however, have not come to a consistent understanding
of how digital games affect students' STEM learning gains. According to several research, digital
games have a big impact on how well children learn. Open Access International Journal of
STEM Education For instance, Hung et al. (2014) created a mathematical video game to help
kids cope with their anxiety, and they found that it increased the kids' willingness to learn math
and their math achievement. This conclusion was reinforced by studies by Chu and Chang
(2014) and Hwang et al. (2013). However, other research has indicated a detrimental effect on
students' STEM learning. For instance, by setting up reviewing as usual in the control group and
playing games in the experimental group, Niemeyer (2006) found that educational games had a
negative impact on mathematics achievement, as did Ferguson’s (2014) study. Additionally, no
significant effect on student learning was determined by other researchers (Giannakos, 2013;
Khan et al., 2017). The results presented in the above studies are disparate and make it difficult
for educators to decide whether to use digital games in STEM course teaching. Therefore,
evaluating whether digital games have a positive impact on science, technology, engineering,
and mathematics (STEM) education is necessary. For instance, Niemeyer (2006) and Ferguson's
(2014) studies both discovered that educational games had a detrimental effect on mathematics
achievement. They accomplished this by having students review as normal in the control group
and play games in the experimental group. Additionally, other study found little evidence of a
major impact on students' learning (Giannakos, 2013; Khan et al., 2017). It is challenging for
educators to choose whether to incorporate digital games into the teaching of STEM courses
because of the inconsistent results shown in the aforementioned studies. Therefore, it is
important to assess whether playing digital games has an advantage for STEM education.