The Educational Benefits Of Videogames

Throughout the years, there’s been many video game controversies declaring whether games are “good” or “bad” for a child’s development. Through many media platforms, these video game controversies are leading parents to believe that video games can cause many negative impacts to children. It’s been said that children who engage in video game play can become violent, anti-social, desensitized, careless about school/schoolwork, and can also develop psychological problems. Although these articles “inform” parents of these dangers, these assumptions have been disproven otherwise. In “The Educational Benefits of Videogames,” Psychology professor Mark Griffiths states multiple benefits children can acquire through video game play. Griffiths’ research has proven that with the right amount of video game play, and the game selected to play, not only benefits normal children, but children who struggle with learning disabilities. Video games can help a child in many ways, for example, playing video games can help with anxiety, distressing, think “outside of the box,” become connected with others who share the same interests, and help autistic children become more social. Griffiths observations persuades parents to encourage their child to play video games so they can succeed educationally. Children who are active video game players can possess many educational benefits, and children who suffer from learning disabilities can also improve where they lack skills.

Griffiths argues the many positive benefits a child can obtain through video game play. He states that after 20 years of observations, researchers have found video games to serve many educational, health, and mental health benefits. Through the research he provides, he observes that video games can be a fun educational tool used for helping children in the areas they are struggling in. For example, some of the research benefits Griffiths provides is, “Videogames can assist children in setting goals, ensuring goal rehearsal, providing feedback, reinforcement, and maintaining records of behavioral change,” and another example he uses is, “Videogames are fun and stimulating for participants. Consequently, it is easier to achieve and maintain a person’s undivided attention for long periods of time. Because of the fun and excitement, they may also provide an innovative way of learning.” Through these findings, Griffiths uses these research studies to provide his logos. Griffiths tries to convince parents that by allowing their children to play video games, they can help them become educated, successful children. He also suggests certain video games that should be played for those who lack in certain learning areas, such as problem-solving abilities they can improve on, or maybe mathematical exercises that may need additional work. He’s using this information to persuade parents and teachers that certain games are assessible specifically for learning in these subjects. Griffiths also mentions that video games can also help children set and achieve goals, induce their curiosity, and help them overcome challenges through the difficulty level set in the game. Griffiths argues that these learning benefits help children “simulate learning”. With his findings, he’s persuading his audience that playing video games provides many beneficial tools.

Although Griffiths notes that video games are said to have “negative consequences” towards children, he uses further research to disprove these comments by showing case studies that prove the educational and emotional benefits. His tone here and throughout the article seems like he’s trying to persuade the audience that with the provided research, these negative comments have been disproven over time and time again. Griffiths provides another example of a case study that involved 22 children, ages 9-13 who suffer from attention deficit disorders. He notes that after 40 one-hour game play sessions, the children have shown dramatic improvement in behavior, attention span, impulsiveness, and hyperactivity tests (49). Griffiths believes with the right amount of play, and the game the child plays, can show immense learning improvements. With this study, he appeals the importance of another way to help these children in a more fun manner. Griffiths also encourages teachers to take part by pushing their students to play games that can benefit them in certain learning areas they’re having difficulties with. Griffiths states, “Despite the disadvantages, it would appear that video games (in the right context) may be a faciliatory educational aid” (48). Griffiths uses pathos here to persuade parents, and teachers to utilize videogames to help children succeed. He expresses to his audience that many parents and teachers can connect with this topic because it’s an issue many parents are trying to find solutions for. Griffiths states that type of games played, such as: fantasy, adventure, puzzles, simulations, etc., not only shows great evidence in educational learning but also assists in therapeutic, and calming effects.

Additionally, Griffiths not only discusses the advantages of video game play for those who have attention deficit disorders, but he also discusses the benefits they have on autistic children. In a case study conducted by Demarest, Griffiths shows evidence of this amazing benefit. Griffiths states, “Demarest’s account of her own autistic 7-year old son reported that although he has serious deficiencies in language and understanding, and social and emotional difficulties, video game playing was one activity he was able to excel. This was ego-boosting for him and also had a self-calming effect” (48). Who would’ve thought that video games can especially be a useful learning tool for children in special need groups? His evidence with these special needs groups widens his audience from proving many benefits video game play can have on any child.

Griffiths arguments shows enough evidence to encourage young children to play video games. Through his findings, he explains how the use of certain games can benefit children differently because there’s a game for every child. His purpose is to inform parents that encouraging children of all ages, educational, or special needs background to engage in video game play for their personal benefit. From strategy play to fantasy or from passive to active, Griffiths expresses that we can help children learn in a fun, different way. To address those parents, or maybe teachers who are concerned about a child’s game play time, all we must do is limit their gaming use and control/approve of what they play, then we can help them by learning these skills in a different learning manner. With the many facts he presents, he wants the reader to understand the many benefits that can be acquired through game play. Overall, he persuades the audience that the best part about encouraging children to play video games, is that they don’t know by their playing, that they’re helping themselves. As a psychologist, Griffiths also notes the positive behavioral, therapeutic, and the calming effect benefits games can bring to a child.