Short Assignment #10

The sources that were key in providing the most condensed and vital information were the following two:

GOUVEIA, P. Fiction and Embrodiment Augmented reality, (2008) Phd thesis, University Nova of Lisbon, and Mark Griffiths The Educational Benefits of Videogames Vol. 20 n. 3, (2002).  This material connects the aspects of extensive gameplay appealing to negative consequences,’’ When we are in fiction mode, in a game for multiple participants like Second Life, we are not confused in a sensorial sense; we do not feel the sand of the beach or the wind. Our body is ‘’on this side" of the window, suffering back pain and retinal persistence from moving images.’’ (GOUVEIA, P. 2008). Yet, the culture and consequences of having a second life, bring forth new worlds of excitement and connects one to an endless number of players, thrill seekers, if you will. ‘’ The human-machine relationship involves the construction of schematic and simplified representations of our bodies (avatars) but has yet to offer us passage to other dimensions. Gameplay fiction does not allow us to escape ‘’flesh and blood reality’’. (GOUVEIA, P. 2008). To further support the benefits presented in this essay another source that I chose to carry from my research essay was from Mark Griffiths, which further supports the many advantages despite the negative connotations, ‘’ Despite the disadvantages, it would appear that videogames (in the right context) may be a facilitatory educational aid. Videogames and the development of skills among special need groups Videogames have been used in comprehensive programmers to help develop social skills in children and adolescents who are severely retarded or who have severe developmental problems like autism.’’  (Griffiths, M. 2002).

The sources I brought forth helped me understand the role of video-games in a much broader and clear aspect as to how playing video-games facilitate the development of social skills and cognitive skills. The material I used made sense as it provided me with key information regarding the benefits of playing video-games on a daily basis and, also as a fun means to interact with other people particularly during this pandemic. It allowed me to grasp the meaning of a virtual second life that mimics real life, reflecting the aspects of loneliness and how video-games step in by providing this social ‘’life-line’’. 

Two additional sources you will use to support your project.

Bringing two new additional sources pertaining to my project made it even more relevant to share with my audience because I found in it key information of the way games add to kids learning skills, such as Joe Todd expresses in the article Video games can add to kids’ learning during COVID-19 pandemic, ''(..) how five subjects can benefit from video games in the classroom: English, math, science, history and physical education.'', ''Playing games can create a fun learning environment designed to keep our physically distanced selves at home, while remaining social and continuing to learn. (Joe Todd, The conversation. 2020). 

Combining one hour a day of playing video-games with exercising and proper dieting, allows one to live an extremely healthy lifestyle, since exercise not only engages the muscles one’s working on, but it also simultaneously engages the brain, and with certain genres of games having in mind the current pandemic state we are living there are options as to going outdoors. Scholar, Grant Tavinor recognizes in his study the power of the Wii Sports, ''After sitting for most of the day, it is time to get active. Historically, Nintendo has done the best job of getting gamers up and active, with the Nintendo Wii Console, a motion-controlled system. (...) with active games such as Wii Sports and Wii Fit being two of the top ten best selling games of all time. '' (Tavinor G. Video-games as Art 2009)

''My argument will have to show, then, that even though videogames started out as something quite different – for the most part, simple games played on a computer – they have subsequently developed into a form capable of producing at least some instances of genuine art. ' '(Tavinor G. Video-games as Art 2009).

Video-games in general are at their very core both an entertainment source and also an artistic product. There is so much more that can be done or achieved with video-games that its almost limitless the true reach of them, ''The morality of Video-games" and "Video-games as art'' by PhD student Grant Tavinor, where two very revealing chapters he says, ''Videogames, of course, are not always seen as a positive cultural development. Grand Theft Auto has repeatedly been condemned for allowing its players to engage in acts of virtual carjacking, theft, and cop killing.''(Tavinor G. Video-games as Art 2009).

It is in fact true, that video-games can also have a negative social impact as scholar Grant mentions the video-game Grand Theft Auto - this is a video-game a parent should not allow his/her kid to play, even if their 18 years old because there is has quite a few negative references, often known as being satirical, usually done as a joke or an amusing negative reference in the latest interaction of the game, Grand Theft Auto V, for example, 5 minutes into the game and there is already a conversation with sexual connotations plus the main characters to play with are all criminals in some way or form, and the gameplay promotes criminal activities, such as the name of the game itself "Grand Theft Auto" which refers to stealing vehicles. Playing too much won’t be good for you, but that applies to everything particularly regarding the video-game choices.

Sources:

• GRIFFITH, M. Education and Health. Vol 20.3 (2002)
• GOUVEIA, P. Fiction and Embrodiment Augmented reality, (2008) Phd thesis, University Nova of Lisbon.
• The Conversation - Video-Games can add to kids learning during covid-1911/13/2020
• GRANT, T. The Art of Video games (2009) PhD Student in Recreation and Leisure Studies, University of Waterloo