Benefits of Video Games in Various Industries
Video Games: More than Just Entertainment
Often, video games are associated with entertainment. While entertainment may be the pervasive purpose of video games in general, there are also video games that are designed and developed around a primary purpose, aside from entertainment. The purpose usually involves problem-solving of varying degrees, and in different contexts. There is a wide range of video games currently being utilized not only by businesses and individuals, but also in different industries such as defense and healthcare. Some video games serve to motivate, educate, and train players by engaging them in a self-reinforcing environment. Government agencies, healthcare providers, businesses, and individuals use video games as means for improving preparedness, increasing knowledge, improving productivity and efficiency, and for achieving common and even individual goals. Some types of video games have proven to be beneficial in many respects. To further illustrate the potential positive aspects of playing video games, we will explore two specific types: training/simulation games and games for health.
Simulation Games in Militaristic Training
Simulation games for training are designed to promote the acquisition of context-specific skills, and to teach effective behavior in certain conditions or situations by providing a virtual reality for players. These types of serious games are currently being used by government agencies and businesses as part of their training processes. Simulations are virtual realities specific to the field training, and may even provide a favorable alternative to those individuals who have limited success in traditional academic settings (Fletcher 2009).
The U.S. Department of Defense use simulation training to prepare soldiers for probable encounters, deployment of technology, and combat. Fletcher (2009) contends that "military organizations depend on education and training to prepare individuals and groups of individuals to perform extremely difficult tasks at high levels of proficiency under stressful conditions" ( p. 72). A common concern among some researchers is that there appears to be insufficient empirical research in support of the effectiveness of simulation games in military training. With regard to these concerns, it is important to consider what we do know for certain; the U.S. Department of Defense currently employs simulation methods in the militaristic training of soldiers. Details of research conducted by the government are not always released to the general public, or individuals without appropriate security clearance for that matter.
For those of us to whom this information is inaccessible, we can use deductive reasoning to account for this seemingly inadequate supply of evidence; since the U.S. Department of Defense use simulations to prepare soldiers for potential situations they may encounter in the field, there must be adequate internal research supporting the positive effects of this training measure. Simulation is an economical way to improve safety, visibility of events, and reproducibility of actions (Fletcher, 73). Close Combat: Marines is a simulation intended to assist in the training of soldiers before they are active in the field. Simulations such as this allow for an almost real life scenario; visual stimuli and environment are strikingly similar to actual events. Basic training is required before any solider gains standing in any branch of the military. Of each trainee, physical and mental responses in various staged settings are evaluated and must meet certain requirements in order to serve in active duty.
Replicating militaristic events in real life (with real people) to train a soldier for combat would have many constraints, thus making the use of simulation technology necessary. Simulations can afford soldiers an almost firsthand experience in the field without the life-threatening dangers that would be present in a similar scenario in real time and space. By means of a pseudo "real-life" environment, soldiers can potentially gain wisdom and insight involving active duty and dangerous encounters which may assist them in real life militaristic occurrences. Having the opportunity to make mistakes and learn from them without real life consequences could probably enable soldiers to react as efficiently and effectively as possible in real life happenings.
The U.S. Department of Defense use simulation training to prepare soldiers for probable encounters, deployment of technology, and combat. Fletcher (2009) contends that "military organizations depend on education and training to prepare individuals and groups of individuals to perform extremely difficult tasks at high levels of proficiency under stressful conditions" ( p. 72). A common concern among some researchers is that there appears to be insufficient empirical research in support of the effectiveness of simulation games in military training. With regard to these concerns, it is important to consider what we do know for certain; the U.S. Department of Defense currently employs simulation methods in the militaristic training of soldiers. Details of research conducted by the government are not always released to the general public, or individuals without appropriate security clearance for that matter.
For those of us to whom this information is inaccessible, we can use deductive reasoning to account for this seemingly inadequate supply of evidence; since the U.S. Department of Defense use simulations to prepare soldiers for potential situations they may encounter in the field, there must be adequate internal research supporting the positive effects of this training measure. Simulation is an economical way to improve safety, visibility of events, and reproducibility of actions (Fletcher, 73). Close Combat: Marines is a simulation intended to assist in the training of soldiers before they are active in the field. Simulations such as this allow for an almost real life scenario; visual stimuli and environment are strikingly similar to actual events. Basic training is required before any solider gains standing in any branch of the military. Of each trainee, physical and mental responses in various staged settings are evaluated and must meet certain requirements in order to serve in active duty.
Replicating militaristic events in real life (with real people) to train a soldier for combat would have many constraints, thus making the use of simulation technology necessary. Simulations can afford soldiers an almost firsthand experience in the field without the life-threatening dangers that would be present in a similar scenario in real time and space. By means of a pseudo "real-life" environment, soldiers can potentially gain wisdom and insight involving active duty and dangerous encounters which may assist them in real life militaristic occurrences. Having the opportunity to make mistakes and learn from them without real life consequences could probably enable soldiers to react as efficiently and effectively as possible in real life happenings.
Games for Health
Games for health are designed with the main purpose being to enhance the mental, and/or physical, well-being of the players. Mental health professionals, health care providers, and individuals can all benefit from the use of serious video games. Individuals may choose to use video games in an effort to improve their physical health through interactive exercise games; exergaming. The clinical care of youth in most medical fields involve video games as a useful tool in psychotherapy (Ceranoglu 2010).
In a world of increasing technology there is a fairly common concern over the perceived promotion of sedentary activity with the development and growing popularity of online games and video games. Although there is much research supporting the negative effects of video game play on youth, there is emerging academic interest in the potential benefits. Games designed to improve physical and mental health could offer benefits to just about all of us.
In a world of increasing technology there is a fairly common concern over the perceived promotion of sedentary activity with the development and growing popularity of online games and video games. Although there is much research supporting the negative effects of video game play on youth, there is emerging academic interest in the potential benefits. Games designed to improve physical and mental health could offer benefits to just about all of us.
Video Games and Physical Health
John R. Best, from the University of Georgia, conducted a study (2011) examining the effect of exergaming on children. The participants in Best's study consisted of twenty boys and thirteen girls, between the ages of 6 and 10, each from the same locale. Each participant went through four different experimental sessions, one hour each, at the same time every day, over the course of four consecutive days. During each experimental session researchers connected heart rate monitors to each participant to measure and record activity.
There were four conditions. In the first condition, the participants were shown a video that required low mental processing and low physical activity. In the second condition, participants played a sedentary video game that involved high mental processing and low physical activity. In the third condition, the participants played an exergame which required low mental processing and high physical activity. In the fourth condition, participants played "Mini-Exergames" which required high levels of mental processing as well as physical activity.
Appropriate controls were in place during each experimental session to ensure the validity of the study. The results of this study show that children can improve their control over personal cognitions and behaviors by engaging in exergaming . Drawing from Sisson et al.'s (2009) study, the findings also suggest that playing sedentary video games can be detrimental to youth by impeding their physical and mental development, thus making it difficult to manage environmental interferences in their lives. This is an important distinction to keep in mind when considering the abundance of research highlighting the potential negative effects of playing video games. Just because many studies show negative effects only, does not mean that there are only negative effects.
There were four conditions. In the first condition, the participants were shown a video that required low mental processing and low physical activity. In the second condition, participants played a sedentary video game that involved high mental processing and low physical activity. In the third condition, the participants played an exergame which required low mental processing and high physical activity. In the fourth condition, participants played "Mini-Exergames" which required high levels of mental processing as well as physical activity.
Appropriate controls were in place during each experimental session to ensure the validity of the study. The results of this study show that children can improve their control over personal cognitions and behaviors by engaging in exergaming . Drawing from Sisson et al.'s (2009) study, the findings also suggest that playing sedentary video games can be detrimental to youth by impeding their physical and mental development, thus making it difficult to manage environmental interferences in their lives. This is an important distinction to keep in mind when considering the abundance of research highlighting the potential negative effects of playing video games. Just because many studies show negative effects only, does not mean that there are only negative effects.
Video Games and Mental Health
From the sole aspect of mental health, video games have proven beneficial to youth in some psychotherapy sessions. Ceranoglu (2010) suggests that "video games may facilitate therapeutic relationships, complement the psychological assessment of youth by evaluating cognitive skills, and elaborate and clarify conflicts during the therapy process (141). Implementing video games in psychotherapy sessions can promote positive outcomes. Video games in psychotherapy can enhance the relationship between the therapist and the child which would be conducive to achieving their common therapeutic goals. By observing a child's reactions while playing video games a therapist can learn a great deal about the interworkings of the child's mind, which would enable the therapist to design game play specific to the individual and the reinforcement style that would be most beneficial for them. To date, there is insufficient research into the potential benefits of video game play in psychotherapy sessions. The little amount of supporting research that does exist suggests there are many benefits that could result from the strategic use video games to promote mental health.