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MIT Professor Debunks Eight Myths About Video Games
In an attempt to separate “fact from fiction,” Henry Jenkins, the director of comparative studies at MIT, published an essay on PBS’s The Video Game Revolution website that aims to close the gap between “the public’s perception of video games and what research actually shows.”
For years, parents and anti-video game pundits have blamed games like Grand Theft Auto for school shootings and any acts of violence committed by children. It wasn’t poor upbringings or the violent movies on television that were corrupting America’s youth; it was pseudo-realistic video games.
Henry Jenkins, of course, disagrees, and here are his eight reasons why:
1. The availability of video games has led to an epidemic of youth violence.
According to federal crime statistics, the rate of juvenile violent crime in the United States is at a 30-year low. Researchers find that people serving time for violent crimes typically consume less media before committing their crimes than the average person in the general population. It's true that young offenders who have committed school shootings in America have also been game players. But young people in general are more likely to be gamers — 90 percent of boys and 40 percent of girls play. The overwhelming majority of kids who play do NOT commit antisocial acts. According to a 2001 U.S. Surgeon General's report, the strongest risk factors for school shootings centered on mental stability and the quality of home life, not media exposure…
2. Scientific evidence links violent game play with youth aggression.
Claims like this are based on the work of researchers who represent one relatively narrow school of research, "media effects." This research includes some 300 studies of media violence. But most of those studies are inconclusive and many have been criticized on methodological grounds. In these studies, media images are removed from any narrative context. Subjects are asked to engage with content that they would not normally consume and may not understand. Finally, the laboratory context is radically different from the environments where games would normally be played….
3. Children are the primary market for video games.
While most American kids do play video games, the center of the video game market has shifted older as the first generation of gamers continues to play into adulthood. Already 62 percent of the console market and 66 percent of the PC market is age 18 or older. The game industry caters to adult tastes. Meanwhile, a sizable number of parents ignore game ratings because they assume that games are for kids. One quarter of children ages 11 to 16 identify an M-Rated (Mature Content) game as among their favorites. Clearly, more should be done to restrict advertising and marketing that targets young consumers with mature content, and to educate parents about the media choices they are facing. But parents need to share some of the responsibility for making decisions about what is appropriate for their children…
4. Almost no girls play computer games.
Historically, the video game market has been predominantly male. However, the percentage of women playing games has steadily increased over the past decade. Women now slightly outnumber men playing Web-based games. Spurred by the belief that games were an important gateway into other kinds of digital literacy, efforts were made in the mid-90s to build games that appealed to girls. More recent games such as The Sims were huge crossover successes that attracted many women who had never played games before… In his book Killing Monsters, Gerard Jones argues that young girls often build upon these representations of strong women warriors as a means of building up their self confidence in confronting challenges in their everyday lives.
5. Because games are used to train soldiers to kill, they have the same impact on the kids who play them.
… The military uses games as part of a specific curriculum, with clearly defined goals, in a context where students actively want to learn and have a need for the information being transmitted. There are consequences for not mastering those skills. That being said, a growing body of research does suggest that games can enhance learning. In his recent book, What Video Games Have to Teach Us About Learning and Literacy, James Gee describes game players as active problem solvers who do not see mistakes as errors, but as opportunities for improvement. Players search for newer, better solutions to problems and challenges, he says. And they are encouraged to constantly form and test hypotheses. This research points to a fundamentally different model of how and what players learn from games.
6. Video games are not a meaningful form of expression.
On April 19, 2002, U.S. District Judge Stephen N. Limbaugh Sr. ruled that video games do not convey ideas and thus enjoy no constitutional protection. As evidence, Saint Louis County presented the judge with videotaped excerpts from four games, all within a narrow range of genres, and all the subject of previous controversy. Overturning a similar decision in Indianapolis, Federal Court of Appeals Judge Richard Posner noted: "Violence has always been and remains a central interest of humankind and a recurrent, even obsessive theme of culture both high and low. It engages the interest of children from an early age, as anyone familiar with the classic fairy tales collected by Grimm, Andersen, and Perrault are aware." Posner adds, "To shield children right up to the age of 18 from exposure to violent descriptions and images would not only be quixotic, but deforming; it would leave them unequipped to cope with the world as we know it." Many early games were little more than shooting galleries where players were encouraged to blast everything that moved. Many current games are designed to be ethical testing grounds. They allow players to navigate an expansive and open-ended world, make their own choices and witness their consequences. The Sims designer Will Wright argues that games are perhaps the only medium that allows us to experience guilt over the actions of fictional characters. In a movie, one can always pull back and condemn the character or the artist when they cross certain social boundaries. But in playing a game, we choose what happens to the characters. In the right circumstances, we can be encouraged to examine our own values by seeing how we behave within virtual space.
7. Video game play is socially isolating.
Much video game play is social. Almost 60 percent of frequent gamers play with friends. Thirty-three percent play with siblings and 25 percent play with spouses or parents. Even games designed for single players are often played socially, with one person giving advice to another holding a joystick. A growing number of games are designed for multiple players — for either cooperative play in the same space or online play with distributed players... In this way there are really two games taking place simultaneously: one, the explicit conflict and combat on the screen; the other, the implicit cooperation and comradeship between the players. Two players may be fighting to death on screen and growing closer as friends off screen. Social expectations are reaffirmed through the social contract governing play, even as they are symbolically cast aside within the transgressive fantasies represented onscreen.
8. Video game play is desensitizing.
… Game designer and play theorist Eric Zimmerman describes the ways we understand play as distinctive from reality as entering the "magic circle." The same action — say, sweeping a floor — may take on different meanings in play (as in playing house) than in reality (housework). Play allows kids to express feelings and impulses that have to be carefully held in check in their real-world interactions. Media reformers argue that playing violent video games can cause a lack of empathy for real-world victims. Yet, a child who responds to a video game the same way he or she responds to a real-world tragedy could be showing symptoms of being severely emotionally disturbed. Here's where the media effects research, which often uses punching rubber dolls as a marker of real-world aggression, becomes problematic. The kid who is punching a toy designed for this purpose is still within the "magic circle" of play and understands her actions on those terms. Such research shows us only that violent play leads to more violent play.
In short, video games are not the sole source of violence among children. In fact, they do not influence children any more than movies, music or the Internet do.
Video games, like any other form of media, can only trigger the desire for violence already lying dormant in an emotionally disturbed child. They cannot “corrupt” someone who is mentally stable and understands that there is a distinct difference between fact and fiction.
