Ever since the popularity of video games became evident, it received a negative connotation. Angry parents and others began to declare that video games were bad for teenagers. They would say that video games are a bad influence for teenagers. Parents also said that violent video games cause those who use them to become more aggressive. However, this is not the case and people need to know the truth behind the “impact” that video games have on teenagers. The stories on video games that most people have heard are the results of faulty experiments. The truth is that video games do not hinder everyone’s academic performance and violent video games do not cause aggressive behavior in all teenagers. The belief of the angry parents that video games
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Many of these experiments have different ways of conducting their research and all of them come up with the same result. In one method (method A) over “192,000 students (aged ~ 15 years) across 22… countries,” are analyzed (Drummond and Sauer). This will ensure a diverse sample and a large enough sample size which allows for more accuracy (and outliers). These students are separated into four different areas: playing no video games, playing video games monthly, playing them weekly, or playing them daily. The four areas allow there to be more specific categories than just playing or not playing video games. They were further separated into sub categories of the four, which were single player games and multiplayer games. These sub categories were implemented to see if there was a difference between a socially interactive game (multiplayer) and a game where someone plays by themselves. All students were assessed in “[s]cience, mathematics, and reading,” these tests had an “international average of approximately 500” (Drummond and Sauer). The fact that this research is not based off of self-reported grades could make it less biased and will most likely increase the accuracy of the …show more content…
Al). The three samples are all diverse in themselves but are also samples on different age groups. The first sample had 204 students that ranged from the age of fourteen to eighteen (85% were male and 15% were female), the students were from two high schools from New Jersey (Hart et. Al). The students were allowed to stop at any time and a separate online survey was also taken (Hart et. Al). This sample was able to show the impact that video games have on teenagers and their grades. The second sample was made up of students from East Coast University, this sample had 262 participants (77% were male and 23% were female) who played on of two games at a kiosk (Hart et. Al). In order to play one of these games the students had to complete a survey and sign a consent form, the experiment happened over the span of one day and seven hours (Hart et. Al). The sample of college students could show how the impact of video games has also affected students later on in high school, or not affected them. The last sample had 324 participants, 63% being male and 17% being female, these participants took a survey online which was posted on SurveyMonkey and Craig’s List for five months (Hart et. Al). This could show the lasting effects that video games have on people, if any. The survey used
Many of these experiments have different ways of conducting their research and all of them come up with the same result. In one method (method A) over “192,000 students (aged ~ 15 years) across 22… countries,” are analyzed (Drummond and Sauer). This will ensure a diverse sample and a large enough sample size which allows for more accuracy (and outliers). These students are separated into four different areas: playing no video games, playing video games monthly, playing them weekly, or playing them daily. The four areas allow there to be more specific categories than just playing or not playing video games. They were further separated into sub categories of the four, which were single player games and multiplayer games. These sub categories were implemented to see if there was a difference between a socially interactive game (multiplayer) and a game where someone plays by themselves. All students were assessed in “[s]cience, mathematics, and reading,” these tests had an “international average of approximately 500” (Drummond and Sauer). The fact that this research is not based off of self-reported grades could make it less biased and will most likely increase the accuracy of the …show more content…
Al). The three samples are all diverse in themselves but are also samples on different age groups. The first sample had 204 students that ranged from the age of fourteen to eighteen (85% were male and 15% were female), the students were from two high schools from New Jersey (Hart et. Al). The students were allowed to stop at any time and a separate online survey was also taken (Hart et. Al). This sample was able to show the impact that video games have on teenagers and their grades. The second sample was made up of students from East Coast University, this sample had 262 participants (77% were male and 23% were female) who played on of two games at a kiosk (Hart et. Al). In order to play one of these games the students had to complete a survey and sign a consent form, the experiment happened over the span of one day and seven hours (Hart et. Al). The sample of college students could show how the impact of video games has also affected students later on in high school, or not affected them. The last sample had 324 participants, 63% being male and 17% being female, these participants took a survey online which was posted on SurveyMonkey and Craig’s List for five months (Hart et. Al). This could show the lasting effects that video games have on people, if any. The survey used