Video Gaming: History, Advances, Concerns

Video Gaming: History, Advances, Concerns and Future

The objective of this work is to research the history, advances, concerns and future of video gaming and to cite at least 10 scholarly sources in the research.

At the time video-gaming entered society, no one could have guessed the manner in which video gaming would integrate into all aspects of today's world as it has been witnessed to do. No longer is video gaming merely recreational as it was in its beginning. Video gaming has been studied and been shown to have many effects upon those who play video games including both of a positive and negative nature.

The History of Video Gaming

In 1984, Rick Dyer Incorporated released a game system that was a laserdisc system called Halcyon. Dyer wanted to create stories that were interactive and immersive believing that the best way was to use technology that enabled the user to control access of video footage through input in a non-linear format through use of a laserdisc player. During the same year Atari introduced its 3D polygon gaming specifically the game if I, Robot.

In 1985 Nintendo, test marketing the Nintendo Entertainment System in New York before releasing it throughout the rest of the U.S. The test marketing event sold all 100,000 units quickly.

In 1986, the Nintendo Entertainment System was released in North America and packaged the Super Mario Brothers game with the system. The same year Sega introduced its Sega Master System, an 8-bit system in the U.S. Atari also introduced their 7800 system in the same year however this system was not very popular except with the Atari fans that the company had already established.

In 1987 Atari released the Lynx which was the first handheld with color graphics. During 1987 FTL, 'Faster than Light' released Dungeon Master which is on to the most important advances in RPG graphics in the video gaming history in that this enabled and encouraged more engagement by users. In 1987 NEC entered the market in Japan with their product the PC Engine using a 16-bit system, which provided a better look than the competition and gained popularity in the County of Japan. In the year of 1988, NEC expanded the PC Engine with a CD add-on and Sega released their 16-bit Megadrive in the U.S. named the Genesis. Sega released the Genesis system along with Sonic the Hedgehog and becomes Nintendo's biggest competitor. During this same year, Maxis released SimCity, which is a game that allows players to be mayor of a city or place powerplants, airports, zoning and other city building applications. SimCity was later released on various platforms to include DOS, Windows, Macintosh and others including the Super Nintendo. In 1990, SNK released the Neo-Geo Advanced Entertainment System. Nintendo's success with the GameBoy drives Sega and they release the handheld Gamegear into the market however, the size of the Sega handheld and the quick use of batteries ended with Gamegear not being as successful as the GameBoy.

In 1991, Nintendo released the Super Famicom in the U.S. Or the Super Nintendo Entertainment System. Nintendo collaborated with Rare and released Donkey Kong-Country as well as two sequels. This same year Sega released a Mega CD add-on for their Megadrive in Japan, which is comparable to NEC's enhanced PC Engine/Turbo Grafx-16. The cost that was additional for these devices resulted in only a small percentage of those owning the system to purchase them.

During 1993, Atari released the Jaguar, which was the final console system. This system is 64-bit system however, the Saturn and the PlayStation's launch was essentially Atari's doom. In 1993, toward the end of the year Cyan released Meets, which was one of the most popular of all video games.

In 1994, Sega released the 32X for Genesis, which was a peripheral that added a 32-bit processor to the Genesis enabling 3D capabilities. In November 1994, Japan witnessed the release of Saturn by Sega, which brought the world to the age of Next Generation in gaming. Almost a week, later Sony introduced the PlayStation into the Japan market. The PlayStation's capabilities were nearly equal to that of the Saturn as well as found easier by the individual to program as well as boasting enhancement to the 3D capabilities. (Stahl, 2005; paraphrased)

II. The Advances in Video Gaming

In an eSchool News Online report entitled: "Gaming Advances as a Learning Tool: For Some Educators, Computer Games are Serious Business" it is reported that one teacher used a games in order to gain student interest in relation to "tracking profits on spreadsheets and typing up journals on running a business." (2007) the work of Brum states that: "As electronics speed into an era in which manufacturers fabricate not just circuits, but also physical structures themselves in nanoscale geometries, the role of computer-based simulation as a design tool is increasingly important. Correspondingly, the benefits of visualization in the review and analysis of simulations play a growing role. Looking to the future, immersive stereoscopic display tools will amplify the power of visualization." (Brum, 2007) the adoption of what is referred to as "immersive visualization' is stated by Brum to "revolve around several factors" which include those of: (1) atomic-scale phenomena; and (2) evaluation of complex structures for inferences that are not readily apparent in simpler graphical representations..." (Brum, 2007)

III. Concerns Related to Video Gaming

The work of Fischer, Kubitzki Guter and Frey, in the work entitled: "Virtual Driving and Risk Taking: Do Racing Games Increase Risk-Taking, Cognitions, Affect and Behaviors?" explore the fact that research has shown on a consistent basis that "aggressive video console and PC games elicit aggressive cognitions, affects, and behaviors." (Fischer, Kubitzki Guter and Frey, 2007) Their work explores, specifically the realm of racing games stating that practically "nothing is known about the psychological impact of this genre." (Fischer, Kubitzki Guter and Frey, 2007) This led these individuals to the investigations of "whether playing racing games affects cognitions, affect and behaviors, that can promote risk taking in actual road traffic situations." (Fischer, Kubitzki Guter and Frey, 2007) During study concerning racing games research was reviewed that includes research relating the impact of video games related to the shooter genre "which allows players to walk through highly realistic environments and brutally shoot people and 'monsters'." (Fischer, Kubitzki Guter and Frey, 2007) Related is the fact that studies have stated findings that "playing of aggressive games elicits aggressive cognitions, affect and behavioral responses (Anderson & Bushman, 2001)." (Fischer, Kubitzki Guter and Frey, 2007) Kubitzi (2005, 2006) conducted a study and made examination of 13- to 17-year-old males in the attempt to establish whether playing racing games affected car-related behavior. Findings state that 77% of these individuals played games on a regular basis and this was shown to have a positive association with underage driving. (Fischer, Kubitzki Guter and Frey, 2007) Mixed weak and short-term effects are stated to have been found in a study conducted for the German Highway Safety Research Institute. These studies are reported in the work of Vorderer and Klimmit (2006). Fischer, Kubitzki Guter and Frey, conclude their study by stating findings that risk taking behavior increases after engagement with a simulation of the same behavior via a video game.

Other recent research reported is that of the studies, three in number that were set for release in January by Anderson, Gentile & Buckley (2007). These three studies include a correlational study, an experimental study and a longitudinal study (the first) with children. The experimental study consisted of 161 9- to 12-year-old and 354 college aged students playing violent and non-violent video games. Findings state that violent games increased the aggressive behavior of both groups. The correlational study was conducted by surveying 189 high school students stating findings that those who engaged in games that are more violent also engaged in more behaviors that are violent. The longitudinal study was conducted over the period of a school year and state findings that the children who were witnessed to have increased their aggression were the same children who played more violent video games over the course of the school year. (Walsh, Gentile, Walsh, Bennett (2006)

The work of Walsh, Gentile, Walsh, & Bennett entitled: "The 11th MediaWise Video Game Report Card" (2006) states that parents are failing to keep up with the amount of time spent by their children playing video games. The report card report states that even though the industry has been reporting a rise in the average age of the player that the truth is that more than 50% of what are called 'heavy gamers' are those ages 6 to 17. (Ibid) These authors state that their own research found that "children who spend more time playing video games are heavier, are more likely to be classified as overweight or obese." (Ibid) the amount of time spent by children in playing video games has been found to be: "...correlated with poorer grades in school and attention problems. " (Ibid) Finally, these authors state that it has been proven by scientific research that "violent video game play increases aggression in young players in the short terms. Additional studies show these effects last." (Ibid) the following statistics are stated in the study of Walsh, Gentile, Walsh and Bennett (2005) relating to the parent's belief and the actuality as reported by their child.

Differences between parents and children reports related to video games

Parent reports

Never"

Child reports

Never"

How often does a parent/do you:

Play computer or video games with you/your child?

Talk to you about the video games you play?

Help decide what video games you may buy/rent?

Have to ask permission before playing video games?

Parent reports

Yes"

Child reports

Yes"

Does your family have rules about how much you may play?

Does your family have rules about when you may play video games?

Source: Walsh, Gentile, Walsh, & Bennett (2005)

IV. The Future of Video Gaming

Positive applications for learning have emerged from video gaming capabilities. A Computer Research Association report entitled: "Cyberinfrastructure for Education and Learning for the Future: A Vision and Research Agenda" reports the results reported from a series of workshops which was a collaborative effort between the Computing Research Association and the International Society of the Learning Sciences with the support of the National Science Foundation" under a research Grant. The workshop series was conducted for the purpose of exploring where education stands in relation to the use of computers for instruction and where computer-assisted learning should focus in the future for the purpose of resource planning. The workshops including the areas of: (1) modeling, simulation and gaming technologies applied to education; (2) Cognitive implications of virtual or web-enabled environments; (3) how emerging technology and cyberinfrastructure might revolutionize the role of assessment in learning; and (4) the interplay between communities of learning or practice and cyberinfrastructure. The report of the workshops states findings that the U.S. is "failing to train adequate numbers of students for careers in science and technology, or to develop the broad scientific and technological literacies that are necessary for full participation in a democratic society. Interactive learning is stated to be a necessary component in education. This activity will be through development of simulated projects using game-based simulations as well as many other possible applications in this area. It is stated: "Serious games...are becoming increasingly common in public policy, healthcare, and military training, as well as for corporate training and all levels of education." (Ainsworth, Honey, Johnson, Koedinger, Marumatsu, Pea, Recker and Weimer, 2005) CELF or, Cyberinfrastructure for Education and Learning for the Future is stated to have the capacity to "...change the way learning takes place both inside and outside the classroom, blurring the distinctions between the two. Mediated learning will take place in the context of computationally augmented real-world environments, online communities of practice, interactive virtual environments, games, simulations models, and audio/video/IM/SMS communications - not just in classrooms." (Ainsworth, Honey, Johnson, Koedinger, Marumatsu, Pea, Recker and Weimer, 2005)

The factors that feed either success or failure for video games are both reviewed in the work of Cook, Schildt, Warhol, Schoback, and Javelosa in a report entitled: "Group Report: Building Innovative Games that Sell." Two of these external factors are stated to be: (1) No long tail: games often have a very small window, a few years at most, before they are technologically obsolete. Slow burn, niche products often stop working before they turn a profit; and (2) Limited distribution channels: Limited diversification of distribution channels means a game has a finite number of chances to find a prospective audience." (Cook, Schildt, Warhol, Schoback, and Javelosa, 2005) Internal factors are stated to be: (1) lack of customer focus; (2) lack of reliable and shared success criteria; (3) lack of business expertise; and (4) outdated practices. (Cook, Schildt, Warhol, Schoback, and Javelosa, 2005) Valuable tools are identified as being: