Negative Effects of Technological Games on Children

The increase in technological play and it's effects on
children is something we should all be worried about

Introduction
Psychiatrists and researchers
have remarked so many times
how much harmful the violent
video games can be to the youth
in our society. This is applicable to
children staying with their parents.
These games have been potential
risks to children for their
aggressive behaviour.
.(Gentile et al., 2004) 2

3
They try to play
role model of their
favourite
character. Can
copy the violent
acts in video
games which is
dangerous
The Children continue to
be More Aggressive
Are more likely to
confront with their
teachers
May engage in fight with
their friends
See a drop in their class
performance

4
“Two research questions guided thematic analysis
around the uses, challenges, and scope of media for
young children. These questions were: 1) what are
experts’ opinions about how best to use media for early
childhood education? and 2) what are experts’ opinions
about the challenges, barriers, and/or disadvantages of
using media for educational purposes?” (Howard, 2011)

5
“Experts were enthusiastic about the role of media in improving children’s
education. They offered advice on how children’s media can be an
effective adjunct to informal and formalized early childhood education,
offering even young children powerful and influential messages. Experts
discussed media access and sustainability, balancing media’s educational
and entertainment value, and parent and teacher roles and
responsibilities.
While enthusiastically describing media’s values, experts detailed
potential harms from particular programming and prolonged media
viewing. Recommendations emerged for children’s media including
access to age-appropriate channels as well as training parents and
teachers to appropriately engage children with technology”. (Howard,
2011)
Answer to the questions

6
“Although many agree that play is an important part of childhood and
supports interaction and social growth, there are questions about the
relationship between game and learning and there is renewed energy
around the study of the game. To make better use of this energy, we have
to have a definition of a game that is not as widely interpreted as that which
is proposed in the global literature. Here, based on recent research and
regarding fun learning studios in the past, we propose a multidimensional
definition of the game that creates a spectrum of game opportunities from
free games through guided games and, at Then, playful direct instruction (a
form of direct instruction with minor playable elements to try to keep the
kids engaged)” (Zosh et al., 2018)