Availability of new technology presents varied means of solving problems in our day-to-day lives. It is however that not all solutions are beneficial within the societal point of view. It was in the early 1970s when technology presented a different perspective in the world of commercial entertainment in form of video games (Gentile 131). It is unfortunate that currently, surveys indicate that boys spent more time playing games as compared to girls. In fact, recent survey in the United States of America (U.S.A.) indicate that out of “600 eighth and ninth grade students, children averaged 9 hours per week of video game play overall, with boys averaging 13 hours per week and girls averaging 5 hours per week” (Gentile 132). In U.S.A. currently 99 % of homesteads have television sets compared to 10 % in 1950s showing the potential threat of exposure of violent programs to children. In addition, children aged between two and five play video games (Beresin, “The Impact of Media Violence”). Despite inadequate available facts from researches, the time dedicated in watching Television (TV) and playing video games has much influence in the developmental of maladaptive characters in children hence the need for better understanding of the subject. Whatever media presents to people especially children inform of varying appearances will mould the description of their characters within their environments. Therefore, the aim of this paper is to show that irrespective of time devoted to TV remaining constant with that in video gaming increasing, there is potential exposure to children of violent programs running on TV and video games that have influence in children behaviors causing violence amongst children.
Recurring unprotected availing of actual entertainment violence has high probability of changing the cognitive, consequence and characteristic development of children. The episodes in the programs and games might produce an effect in the instinctive feelings’ response of distress, passionate displeasure, worry or concern and extreme melancholy. The consequence of this is hostile and ardent behavior in actual living amongst the children and the society at large (Funk et al., “Violence exposure in real-life”). In certain scopes, children who actively take part in playing video games, the are able to create their own video moves, an additional effect than those the video creators are expecting: that make the players to be satisfied. With the eager to be successful in playing these violent video games, participants have the encouragement of establishing vehement strategies. Such a driving force to complete the different stages and discover more in the game, mostly because of some participants failing to succeed, they continue to replay the game repeatedly leading to uninterrupted recurring rounds of reward that consequently increases negative perceiving on the young minds (Funk et al., “Violence exposure in real-life”).
Media violence has consequence on empathy because it presents untrue result of vehement actions that are diligent. Thus, a lot of its association with empathic reactions and thus to children who play violent game videos and watch violent TV programs and movies have high prevalence to acquiring positive opinions concerning violence which the carry forward to the extend of executing them (Kirsh 234). In addition, media violence can alter the acceptance that violence is unacceptable within the society thus promoting such bad activities within the society. Playing violent video games ascertains violence without concern of the real repercussions, as the victims in the game are not real hence they do not undergo pain. Studies show that violent video game exposure is “associated with lower empathy and strong pro-violence attitudes” (Funk et al. “Violence exposure in real-life”) which rises a lot interest to allowing children to watching and playing of violent programs and video games respectively. There is high probability of emotional occupation to such activities and with such a commitment; there is great possibility of exciting hostile characters. The victims have a perception of world full of criticism causing concern of private protection that can end up to acquiring of illegal firearms for protection. Moreover, they influence children to have great desire to keep experiencing violent entertainments (Gentile 134).
Children will tend to imitate the aggression that the see on violent entertainment which they will try to indentify them with themselves. At young ages, the children have high possibilities of wanting to be real and therefore they gain the understanding and will try to try whatever they apprehend in the characters they admire from violent media (Cardwell and Flanagant 52). The active participation in violent entertainment enhances learning with continued playing enhancing more learning as opposed to watching (Gentile 135). This will then enable them to acquire different options to execute a certain violent activity such as killing a person and these accounts for the cognitive priming in children where they will watch a particular hostile act on TV and eventually undertake a different violent act later (Cardwell and Flanagant 52).
The presence of televisions has great concern of its social and individual impact and it much takes responsibility for violent activities within the society, as there is justification that violent children watch violent programs (Cardwell and Flanagant 52). A study by Paik and Comstock in 1994 as cited in Cardwell and Flanagant indicate high effect on young children (52). “Screen-based media violence (television, movies, the internet and video games) is the most prevalent and most thoroughly studied source for children and adolescents” (Funk et al., “Violence exposure in real-life”). This concerns call for crucial measures to check the vice. Therefore, processes like desensitization and moral assessments to reduce cognitive and instinctive feeling response to arousals becomes necessary. They can apply strategically as therapeutic processes to manage some emotional reactions of the victims by limiting the time of exposure to violent activities. Understanding how attitude has connection with perception of violence is important. This is because the way attitude establishes itself concerning violence in actual status to guardians and children is significant. It interprets itself to unfavorable perception hence the character that children acquire.
The surrounding environments of children have also much influence on them especially from the families where they live in. It is here where they are able to observe and acquire negative behaviors concerning violence supplementing the influence on violent media. The eventual outcome is irresponsible behaviors creating great concern to the society as it call for restrictions on the material that media presents to children (Anderson and Taylor 87). Differently, researches show that children with exposure to violent entertainment are as aggressive as those who have real experience on violence. Violent programs will have more negative effect on children than those who watch cartoons (“Research on the Effects of Media violence”).
From the above discussion, it is evident that current technology has increased the potential exposure of children to violent programs running on TV and video games that they play and this affects children’s behavior causing violence amongst them and the society. The happening taking place in the violent media influence the physical and mental characteristics if the child where active participants perfect violent actions they see from such media. In addition, it will create a perception that violence is acceptable within the society and there is no harm in participating in it. With such bad influence, concerns are high within families and society to curb the vice where desensitization and moral assessments becomes necessary to help in fighting the vice and enable raising of responsible children in society with no influence from violent media.