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History of video game development
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History of video game development
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The idea was to make an arcade cabinet that was smaller and only lacked a screen; the player would be able to connect the console to their television screen and be able to play from home. Atari would then release the Pong console and it would become widely regarded as the first modern video game. From this point on there were two types of video games, the arcade cabinet and the home console. But eventually the home console would beat out the cabinet and games from then on would be made for home consoles. Eventually a new rivalry would form between Nintendo and Sega corporations as they would try desperately to beat one another.
This rivalry would be some of the first to create series of games and to make their own consoles. The rivalry was so great that children would only be allowed to have one or the other’s company’s consoles, which would begin to separate gamers into different cultures. This separation is still happening today between Sony and Microsoft as the two try to make the new and better console. But before then the Nintendo Corporation would push video games into their second transformation with the development of the handheld consoles. Nintendo would release the Gameboy and with it a third type of video game console. Although these new portable games were more convenient for gamers, the home console was already too large to be over taken, so portable video games are now created alongside with home consoles.
Video games are a deviation of movies that allow the viewer to become a direct contributor to the story as it develops. So because video games are a deviation of movies it would make sense that the basic rules to how a video game should work would be different than the basic rules of movies. The rules are games ...
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...y R., and Elizabeth F. Loftus. Mind at Play: The Psychology of Video Games. New York: Basic, 1983. Questia School. Web. 21 Jan. 2014.
Newman, James. Videogames. London: Routledge, 2004. Questia School. Web. 21 Jan. 2014.
Paeth, Scott R. "Virtual Good and Evil: The Moral Complexity of Video Games." The Christian Century 21 Mar. 2012: 22+. Questia School. Web. 21 Jan. 2014.
Suja'ee, Mohamad Shalleh Bin, and Myint Swe Khine. "Designing Interactive Learning: Lessons from Video Games." International Journal of Instructional Media 36.4 (2009): 371+. Questia School. Web. 21 Jan. 2014.
Wilson, Lee. "Part 1: Getting It Wrong: Slaying Myths about Video Games." Technology & Learning Sept. 2007: 16+. Questia School. Web. 21 Jan. 2014.
Wilson, Lee. "Part 2 Getting It Wrong: Slaying Myths about Video Games." Technology & Learning Oct. 2007: 30+. Questia School. Web. 21 Jan. 2014.
It is often believed that children are better off spending more time reading books and less time zoning out in front of their video games. People claim that video games sanction and promote aggression and violent responses to conflict; and that most games are an immense waste of time. Steven Johnson, the author of “Why Games Are Good for You,” appreciates the virtues of reading books, but argues that playing video games may not be a complete waste of time. His purpose for writing this essay is to explain the impact of cybertechnology on human perception and communication, in which he defends the value of computer games. In his essay, Johnson fluctuates between the pros and cons of reading versus gaming to appeal to skeptics who believe video
Jayson, Sharon. “Video Games Tied to Aggression.” USA Today. USA Today, 1 March 2010. Web. 24 October 2011.
In the short article titled “Virtual Morality” by Andrew Tuplin, Tuplin compares both video games and movies that violate moral beliefs according to the social norm. He argues the fact that technology is and will continue to challenge moral beliefs as well as the norm for what we see as acceptable in the real world. I for one see this issue to be harmful and threatening to the way we interact with the world on a daily basis. These so called “fantasy worlds” are confusing young minds and allowing them to create their own image to what is both morally right and wrong in society. This essay will explain why I feel that children should not be allowed to participate in violent video games and movies because the violence they learn will eventually introduce itself in society in one way or another.
Jenkins, Henry. "Reality Bytes: Eight Myths About Video Games Debunked." PBS. KCTS Television. Web. 5 Sept. 2015. .
Kent, S. (2001). The Ultimate History of Video Games. New York City, New York: Three Rivers Press.
Video games started as arcade machines with simple graphics and even simpler stories, soon evolving into home gaming with The Magnavox Odyssey, the world’s first home-gaming console. It invaded living rooms in 1972, selling 300,000 units. Since then there has been many consoles and games released, some have been huge commercial successes which
Quittner, Joshua, and Maryanne Murray Buechner, et al. ?Are Video Games Really so Bad?? Time South Pacific 19 (10 May 1999): 50-55
“Most reported effects of videogames – particularly in the popular press – appear to centre upon the alleged negative consequences… Research has consistently shown that playing computer games (irrespective of genre) produces reductions in reaction times, improved hand-eye co-ordination and raises players’ self-esteem,” (Griffiths p. 47), states Mark Griffiths in his article, “The educational benefits of videogames”. When people think of video games, they often tend to think about the negative side effects that video games can have on a person. Will Wright in his article, “Dream Machines” also defends video games by providing positive effects that video games have on those who play them. Wright presents
Glazer, S. (2006, November 10). Video Games. CQ Researcher, 16, 937-960. Retrieved February 11, 2010, from CQ Researcher Online
Bissell, Tom. "Extra Lives: “Why Video Games Matter.” They Say / I Say 2nd Ed. Birkenstein, Cathy, Russel Durst, and Gerald Graff New York: W.W. Norton & Company, (2012). 349-361. Print.
Brady, Robert. "Violent Virtual Video Games and Hostile Thoughts." Journal of Broadcasting & Electronic Media (2004). EBSCO. DePaul Library. 7 Mar. 2008.
3. “Video Games” by Chris Jozefowics. Published by Gareth Stevens Publishing 2010. Pleasantville, NY 10570-70000 USA. Produced by Editorials Directions Inc.
In society’s current era of technological advancement, video games have gone a long way since they were first created. Video games in the twenty-first century are no longer just toys or junk in the lifestyles of the youth. They have become innovative inventions that not only entertain its users, but also help aid the people in both the academic field and in jobs. The influences that video games bring about in the culture of the youth today are, in fact, not the negative influences that most people think. Video games are actually this generation’s new medium for educating the youth. The information they learn are also mostly positive and useful things that they may apply in their future lives (Prensky 4). In a generation that revolves around technology and connectivity, developers and educators have already been able to produce fun and interesting games that can teach and train people. Video game developers and educators should continue to collaborate in order to create more positive, educational, and appealing games.
Video games are no longer the uprising form of media that ill informed parents and scientists used to fear; video games are now an established form of entertainment that is just as universally accepted as film or literature. The difference between videogames and mediums like film and literature is that they do not have the higher value that books have in exercising the mind and communicating information, nor do they have the value that films have to intellectually challenge an audience and to make people think. This is the general argument that can be heard voiced by leading intellectuals in various field as well as parents who are rising young children; both claim that videogames
There are several negative stereotypes associated with video games and those who play them; some of these may often hold true. However, there are plenty of learning opportunities in video games. While the direct purpose of some games is to educate or train, other games that do not directly have this purpose can still become a learning experience for the player. As Ntiedo Etuk, president of the educational video game company Tabula Digital said, “The traditional view of video games has been that they are distractions from the task of learning” (Electronic Education Report 1). Video games are an effective tool for learning and retaining skills both inside and outside the classroom environment. The basic cycle of game play--the introduction to the game, game play, collaboration, improvement of these between each round, and evaluation at the end of the game (Klievink and Janssen 159)--are nearly parallel to the traditional classroom learning cycle of reading a textbook or listening to a lecture, taking a quiz, studying, focusing on items missed on the quiz, and taking a test or exam. Within this cycle, there are many opportunities to develop and perfect both educational, life, and occupational skills.