essay on online game

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A neuroscientist explains how playing games has shaped us

A neuroscientist explains how the brain created games to hack itself and humans have had some sense of this for thousands of years.

[Photo: Nik Korba /Unsplash]

BY  Next Big Idea Club 7 minute read

Kelly Clancy is a neuroscientist studying the biology of intelligence. She has held research positions at MIT, Berkeley, University College London, and the AI company DeepMind. Her essays have appeared in  Wired ,  Harper’s , and  The New Yorker .

Below, Clancy shares five key insights from her new book,  Playing with Reality: How Games Have Shaped Our World .  Listen to the audio version—read by Clancy herself—in the Next Big Idea App.

1. Play is an instinct.

Games are an extraordinary invention. A game—whether a video game , board game, casino game, or otherwise—is an arrangement of ideas the brain devised to give itself free pleasure out of nothing. In other words, the brain created games to hack itself.

We’ve had some sense of this for thousands of years: the Greek historian Herodotus wrote about the Lydian people who supposedly invented many of the games we play today. He claims the Lydians went through 18 years of famine. They’d alternate between eating one day and playing games the next to lessen their hunger. In many ways, games nourish us.

Play is ancient. Games speak to something deep in us, beyond time, culture, and language. Humans have played games like chess, go, and backgammon for thousands of years. Play is much older than humans, in fact. Many animals and even insects play. Animals play to practice physical skills—like kittens pouncing on toys to practice hunting.

Humans, on the other hand, play games to practice  mental  skills. Play is learning. Through play, our brains set up a safe environment to acquire new experiences. We’ve learned a lot about the world and about learning by studying games. Even if you don’t play games as an adult, the games you played as a child set up a lot of how you think and experience the world today. Games are not an invention. They’re an instinct.

2. The power of probability.

Games can help us make better choices. For thousands of years, people have used cards, dice, and lots to make unbiased decisions. In Biblical times, the Israelites used lots to divide inheritances and draft military conscripts fairly. Historically, religious leaders were the only people allowed to interpret dice throws to make decisions and settle disputes. The word  clergy  comes from the Greek word  kleros , meaning “lot or chance.” But more fundamentally, playing games can teach us how to plan and strategize better.

Mathematicians have more recently formalized the relationship between games and decision-making. Gambling was hugely popular in Renaissance Europe, and players studied dice to improve their win rate. This eventually led to the invention of  probability theory . For the first time, we had a mathematical language to rigorously express what we don’t know rather than what we do know. Probability theory fueled the scientific revolution because it helped scientists analyze actual data and express uncertainties in their measurements. Whereas people once chalked up every event to the whims of the gods, probability theory enabled us to make quantified forecasts about the future. Today, it seems mundane to say something like, “There’s a 40 percent chance of rain tomorrow.” But this is a revolutionary capability. We can make data-informed decisions thanks to games.

This mathematical revolution touched nearly every academic discipline and birthed several new fields. German military strategists used statistics to turn the game of chess into Kriegsspiel, a war simulation game used to workshop battles. War—once considered an art—became a science, and Kriegsspiel helped the Germans reshape the face of Europe in the late nineteenth century. When Charles Darwin was preparing his radical work on evolution, he was frustrated that he didn’t know enough math to express his ideas more concretely. Sixty years later, biologists would discover that the same mathematics used to describe dice rolls would capture the flow of natural selection. Many concepts foundational to modern economics, science, and medicine—like odds, incentives, and expected value—come from games.

3. People aren’t selfish.

In a 1944 book, John von Neumann and Oskar Morgenstern introduced a new branch of mathematics known as game theory. They wanted to answer one question:  How do you optimally play a game if you don’t know how your opponent will act?  Game theory was von Neumann’s attempt to understand the forces shaping human behavior. Von Neumann, a Hungarian Jew, fled Europe in 1933 just as Hitler came into power. He was deeply disturbed by the Nazis and hoped to work out a theory for truly rational behavior during a deeply irrational time. He and Morgenstern modeled the world as a game, with human players within that game. This framework allowed them to ask:  How does a player make choices that maximize their odds of winning?

Once a forgotten corner of mathematics, game theory dominates modern economics today. But game theory was never really a model of humans. It’s a mathematical description of a purely selfish winning machine. We’ve since learned more about what people actually care about by comparing how real people make decisions with game theory’s predictions. Thanks to the work of psychologists like Daniel Kahneman, we know that people aren’t rational in the game-theoretic sense. But that isn’t a bad thing. It means people value one another, not just themselves. People prefer to be honest. We’re not relentless optimizers. Neuroscientists have discovered that socializing is a reward in itself. We play games to understand how they work, not just to win.

4. Games play us.

Game theory forms the basis of modern economics. It’s also a fundamentally incorrect model of people. This is more than a theoretical problem. If we build systems based on the assumption that people are selfish, we can doom them to act that way. The celebrated board game designer Reiner Knizia says the first thing he does when designing a new game is to develop a scoring system. The way the game rewards players dictates how they act. Take Monopoly, for instance. To win, a player must act like a greedy capitalist. Even if the player is a socialist in real life, they have to play the game that’s there, not the game they wish it were. They can’t win by profit sharing or refusing to take rent. This is insidious. Today, games are hidden everywhere in our technologies. Game design dictates how we interact on social media, how dating apps match us, how companies serve ads, and more. We’re moving in hidden games and being rewarded for behaviors we may not be proud of—in other words, games play us.

Games are like casts of the mind. Each game is purpose fit to different mental functions. This also makes them a bit dangerous—throughout history, people have known games can be addictive. Ancient Hindu rajas compare dice to a drug. In Renaissance Venice (where casinos were born), gambling nearly deposed the ruling class as the aristocracy gambled their family fortunes away. Today, companies gamify their products to enthrall us to their platforms. Gamified work apps push employees to work harder and longer than is safe. We need to be more aware of who is creating the games we move in and whether our values align with those of the game designers.

5. Thinking like a game designer.

Some of the greatest thinkers in history have promised that games can teach us important life lessons. Plato believed that children’s games were critical civic education because they taught future citizens how to follow rules. In Medieval times, knights and the nobility were required to learn chess. Playing chess was thought to be like looking into a mirror because you could learn about yourself by playing it. Today, many business leaders play games like poker to learn how to read people. The statesman Henry Kissinger claimed that to understand Chinese leaders, Western policymakers should learn to play Go. And games can teach us how to be better negotiators and strategists. But we can also take a step back and ask an even more fundamental question—not just how do we play games better, but  are we playing the games we want to be playing? And how do we build better games?

For example, you can think about how you run a business in terms of game design. A surprising number of the biggest names in tech got their start making games. One of Bill Gates’ earliest programs played tic-tac-toe. Young Sundar Pichai, now CEO of Google, developed a chess engine. Salesforce’s Marc Benioff sold games like  Crypt of the Undead  to Atari. You can get really good at thinking at the systems level by studying how games work and how to design particular dynamics. This field is called  mechanism design , and economists use it to design new marketplaces, voting systems, and more. They hope to build fairer games where everyone wins.

This article originally appeared in Next Big Idea Club magazine and is reprinted with permission.

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Sample Essay On Online Gaming

Type of paper: Essay

Topic: Internet , Policy , Video Games , Workplace , Gaming , Sociology , Students , Organization

Published: 12/27/2020

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1. Public opinion, social movements, and the media are linked together and bound together by the social movement’s messages (Amenta 1). 2 Online gaming can lead to real war as most of it is about shooting people or something (Cohen). Online gaming has affected people's mind and people in this forums have started a real war. He gives an example of a player who describes shooters in a game as Lebanon and Israel fighting an indication of what goes in the mind of many individuals. 3. Online gamers are always joking around even on serious matters, for instance, a friend talked of a student who happened to respond to the teacher “Roger that” and the other one “affirmative”. The students are so fascinated by the Terms especially the nerdy online gamers whose social life is online. That shows the level at which the online games have gotten into the minds of the students and activists trying to counter the matter want the children to have a physical, social life rather than the current virtual socialization.

Step 1 1) Policy stream model focus on a number of issues such as the manner in which policies does get to the legislative agenda. The policy as well helps in the process of claims making as the problem recognition stream falls under this category. The policy makes the work easier for policy makers given that the certain views are readily available. 2) The current political situation has changed to fit the diverse world and the competitive political system of today. Public opinion is of uttermost importance to the policies as those in power wants to meet the needs of the citizens to maintain their positions (Andrews 2). The competitive nature of the politics has contributed to formulation of new political ideologies to meet the current needs, for instance, the some believe gaming is good for the child’s brain and at times politicians will accept that just to fit in the society.

1) a) A trade organization named as Gibraltar Betting and Gaming Association (GBGA) is a good example of an organ helping the online gaming industry to have one word in the issues concerning legislators, regulators, and decision makers.

I. There are several gaming policies depending on the target population. The University of Dallas, for instance, has an online gaming policy to protect their students from the addictive online games. II. Students are the main target for the policy as online gaming is part of their lives and to meet this needs schools are opening ports on their firewalls to accommodate some games for the students. III. The policy is generally meant to control the kind of games played by the students and the time they spend on the computer against their study time. IV. The policy shows support for online games and at the same time controls the level at which the students are involved.

1) a. What organization does this social problems worker belong to? What is the mission statement of this organization? How might this mission statement impact the work of this social problems worker? b. Chinese workers in the Apple Company have been complaining for some time now on regards to the low wages and involuntary labor. The worker problems in Apple are as a result of the company’s negligence and concentration on meeting the customers’ needs more than they look after their workers. The mission statement is Apple designs Macs best personal computers in the world. The mission is only aimed at improving the products but not improving or creating a perfect working environment. c. The workers problem interact with employees in the lower ranks. The low ranked employees have no much say in the organization a disadvantage to them as claiming fair pay and better-working environments is difficult. 2) a. the social problem is in an industrial institution b. the occupation safety and health governs, evaluates and controls hazards which may arise from workplaces. The organ ensures everything that would impair the worker’s health and well-being is taken care of by the management (Alli 1-2). 3) Apple values their image much, and the media depiction can change their status and view of the customers. To make sure they maintain their customers, Apple Company would not allow negative depiction through the media. To ensure changes are incorporated in the Chinese branch, the media needs to report the real situation of the workers to show the world the kind of leadership practiced in the organization. Having informed the public the policymakers will react towards the needs of the workers and the first step will be ensuring the company follows the policies.

Works Cited

Alli, Benjamin. "FUNDAMENTAL PRINCIPLES OF OCCUPATIONAL HEALTH AND SAFETY." International Labour Organization. N.p., 2008. Web. 22 July 2015. Andrews, K. T. and N. Caren (2010). "Making the News: Movement Organizations, Media Attention, and the Public Agenda." American Sociological Review 75. COHEN, MAXWELL. "War Without Tears - Offworld." Boing Boing. N.p., 18 July 2015. Web. 21 July 2015. <http://boingboing.net/2015/07/21/war-without-tears.html>. GBGA. "THE GIBRALTAR BETTING AND GAMING ASSOCIATION LIMITED." N.p., 2015. Web. 21 July 2015. <gbga.gi/>. "The Effects Of The Political Landscape On Social Movement Organization Tactical Choices." (2012): OAIster. Web. 21 July 2015.

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Addiction to Online Gaming: A Review of Literature Essay

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Introduction

The problem of interest, the qualitative research method to be used, the review of literature.

The rapid development of technologies has led not only to numerous breakthroughs in various spheres of people’s lives but also to significant issues related to the inability of some individuals to limit their time spent on gadget use. Whereas the Internet has presented ample opportunity for communication and research, it has also become the reason why too many users have become dependent on it. The selected topic of research is the addiction to online gaming among adults. This specific kind of addiction does not produce such a devastating effect on one’s health as the excessive consumption of alcohol or drugs. However, online gaming addiction poses other threats, which are no less severe both for the addicts and their close ones.

Researchers have presented evidence on the severity of online gaming addiction (Marino & Spada, 2017). Still, too many people continue to neglect the issue’s potential adverse outcomes. Therefore, more research is needed to investigate the problem from different angles, which will suggest viable solutions to it. The present paper is an overview of scholarly sources on online gaming addiction and the analysis of narrative inquiry as the most suitable qualitative research method to use for the investigation of this problem.

Despite the constant development and enhancement of community resources and entertainment opportunities, the number of individuals addicted to online gaming is growing annually. What previously used to be viewed merely as a leisure activity has now come to be considered as a serious threat due to its potential to provoke addiction in users. Online gaming is related to social and psychological problems by facilitating self-regulation deficiency (Gong et al., 2019). Furthermore, the age of gamers has increased considerably, and the activity is no longer regarded as a teenage male hobby (Pietersen et al., 2018). Whereas, in the past, playing video games online, was considered as a useless pastime, at present, it has become an important part of many people’s lifeworlds. The increasing popularity of online gaming is associated with the idea that video games are “richly expressive and creative,” and they grant people much more immersive experience than other media forms do (Pietersen et al., 2018, p. 123). Therefore, one of the core aims in performing current research is to enhance the understanding of people’s likelihood to become addicted to online gaming.

Another rationale for selecting the problem is the need to analyze the possible ways of mitigating a growing issue of online game addiction among the population. Typically, game addicts are male individuals who report unique experiences related to their gaming activity and a high rate of engagement as the triggers of addiction (Tang et al., 2017). However, it is evident that the problem affects not only those directly involved in it but also anyone they interact with within their personal, professional, social, and family lives. Specifically, as Tang et al. (2017) mention, addiction to online gaming can cause a range of social and family problems that present a significant public health concern.

With the increasing interest of researchers in the question of problematic use of the Internet by gamers, a new clinical definition has been suggested to characterize the issue: Internet gaming disorder (Marino & Spada, 2017). Other terms utilized to denote the problem include ‘online gaming addiction,’ ‘problematic online gaming,’ ‘pathological gaming,’ and ‘video gaming dependence’ (Marino & Spada, 2017). The prevalence of Internet gaming disorder is reported to vary from 1.6 to 8.5% among Western youths. Furthermore, the disorder is frequently accompanied by other psychological problems, such as depression, anxiety, attention deficit hyperactivity disorder, and social phobia (Marino & Spada, 2017). Thus, it is crucial to analyze the available research in order to synthesize what has already been found and single out questions for further detailed research.

The main focus of the study will be the development of online gaming addiction and individuals’ feelings about it. According to Monacis et al. (2017), excessive use of technology has become an emerging issue of concern in the past few decades. The most common symptoms of online gaming addiction are unpleasant feelings when there is no access to the Internet (emptiness and depression), excessive investment of time spent on playing online games, and the refusal to admit a problem (Monacis et al., 2017). One of the major motives for engaging in online gaming is seeking sensation (Hu et al., 2017).

Other common reasons for developing online gaming addiction are concerned with coping, escape, competition, fantasy, and social motives (Šporčić & Glavak-Tkalić, 2018). Hence, it is crucial to investigate why individuals develop an addiction to online gaming and how they feel about it at the stage when they are only starting to engage in excessive Internet use and at the point when online games begin to take up too much time and initiate psychological problems. Personal stories of online gamers will serve as a solid ground for identifying the principal problems and suggesting solutions to them.

Taking into consideration the nature of the problem under investigation, the most suitable qualitative research method to employ in the study is narrative inquiry. This method involves the process of collecting data from respondents through storytelling. The study of the narrative becomes the means of understanding the ways people perceive the world and various situations in their lives. The self-narrative construction is manifested both in the content and form of narratives (Androutsopoulou & Stefanoua, 2018). According to Lieblich et al., there are two core dimensions for interpreting and scrutinizing narratives: “holistic versus categorical” and “content versus form” (as cited in Androutsopoulou & Stefanoua, 2018, p. 130).

According to Androutsopoulou and Stefanoua (2018), the most beneficial approach to employing a narrative inquiry analysis is a holistic one. The holistic-content dimension implies that the researcher should use the whole life story of an individual, which allows focusing on emerging topics. Meanwhile, the holistic-content mode presupposes that researchers look inside the structure of a respondent’s life story (Androutsopoulou & Stefanoua, 2018). As a result, the use of narrative inquiry helps to understand people’s attitudes toward the events happening in their lives and the ways they feel about them.

The selected research method enables scholars to focus on respondents’ thoughts about their lives rather than on events happening. By using this holistic approach, an individual is able to construct a coherent story of their life with the past, present, and future (James, 2018; McAlpine, 2016). When one tells a researcher about their experiences, the latter becomes “narratives as part of inquiry” and makes the audience “vicarious” participants of these experiences (Chen, 2019, p. 382). Narrative inquiry is composed of three dimensions: temporality, sociality, and space (Kovinthan, 2016). These presuppose a transitional movement of people and places in the story, the revelation of the person’s emotions and feelings, and the possibility of the physical space of inquiry to change (Kovinthan, 2016). Overall, narrative inquiry allows for receiving valuable and reliable first-hand information about the researched issues and problems.

Benefits and Limitations of the Selected Research Design

As a research design, a narrative inquiry has a number of advantages and disadvantages that should be considered before utilizing it. The major benefit is undoubtedly the possibility to receive information from the respondent openly, honestly, and without bias. Narrative inquiry is considered to be the most suitable way of uncovering and understanding people’s complex problems (James, 2018). The next advantage of the selected research design is placing the respondent’s self in the central part of the story (Gordon et al., 2015). As a result, the narrator is able to present and construct events, identities, and realities in close synergy with others (Gordon et al., 2015). With the help of narrative research, individuals find it easier to story and re-story their lives in various problematic contexts (Sheilds et al., 2015). Another strength of the narrative inquiry is the likelihood of improving people’s well-being by allowing them to express their thoughts and apprehensions (Ho et al., 2020). When an individual receives an opportunity to express their problems out loud, the chances of coping with these issues increase.

What is more, narrating personal experience equals making sense of it (Ho et al., 2020). In the case of online gamers, the use of narrative inquiry enables researchers to understand “what it means to be a gamer” (Pietersen et al., 2018, p. 123). With this information available, scholars can understand the mechanisms of addiction better since unique personal data allows for a thorough analysis of how people develop an addiction to online gaming and how they feel about it. The next benefit of the selected research design is that it incorporates not only inward but also outward analysis. According to Law and Chan (2015), narrative inquirers consider both the participants’ and researchers’ identities, feelings, hopes, moral tendencies, the environment, conditions, and people affecting the forces and factors from respondents’ contexts. Kovinthan (2016) reports that narrative inquiry helps researchers to cross the boundary between themselves and participants. Additionally, the selected research design enables scholars to investigate the issues faced by respondents and draw out the implicit beliefs and values of researchers (Kovinthan, 2016).

One more advantage of narrative inquiry is the possibility of this approach to unite not only participants and researchers but also the readers of results obtained. As Martinie et al. (2016) note, the audience is likely to reevaluate their own experiences and views on the problem investigated in a study. According to Clandinin and Murphy, narrative inquiry gives knowledge about the experiences of people “composing lives within complex storied landscapes” (as cited in Martinie et al., 2016, p. 659). Finally, as McAlpine (2016) notes, narrative research is a beneficial research design due to creating the opportunity to value different ways of learning about people’s problems and experiences. Therefore, narrative inquiry offers numerous advantages to researchers and, consequently, to research participants.

Disadvantages

What concerns the research design’s limitations is that it must be acknowledged that personal narratives cannot be void of subjectivity without the opportunity to check the information given by respondents (Bruce et al., 2016). Another problem is that the selected research design is not suitable for investigations involving a large number of participants. As James (2018) remarks, since narrative inquiry requires an in-depth and holistic approach to each participant, this method is not appropriate for the studies covering large samples. A limitation closely related to this one is the lack of the possibility to generalize findings due to the uniqueness of each participant’s story (Sheilds et al., 2015). One more difficulty is the fact that narrative inquiry is interpreted and implemented differently by various scholars (James, 2018). Due to this aspect, some researchers argue for the need to draw a firmer line between what narrative inquiry is and what it is not (James, 2018). A disadvantage is also presented by the potentially lacking understanding and trust between participants and researchers or researchers and ethics review boards (Bruce et al., 2016).

The next limitation is concerned with the fact that identity construction that is described in the narrative constitutes only one of the features presented by identity-in-action (McAlpine, 2016). Also, according to Taylor, the narratives’ innate structure frequently leads to the problem of overlooking the “overarching sense of indeterminacy, partiality, and complexity” (as cited in McAlpine, 2016, p. 46). Hence, researchers should be cautious of the information that is left out from respondents’ stories and mind the inconsistencies in narrations. Along with this difficulty, there is a challenge of the researcher’s wrong interpretation of the data given by respondents. Finally, there is a limitation concerned with narrowing the focus of research and ignoring the broader structural problems (McAlpine, 2016). Thus, despite the variety of benefits presented by narrative inquiry, researchers utilizing this approach should be highly attentive to avoid possible mistakes in the process of collecting and analyzing data.

The Evaluation of the Selected Software Analysis Program

Electronic analysis of research data has been commonly associated with quantitative methods. However, one must admit the presence of a sufficient amount of software for qualitative data analysis. Still, despite their availability, these tools are not favored by qualitative research specialists, and the most probable reason for it is the difficulty mastering the software (Zamawe, 2015). In the present study, the software analysis program to be utilized is NVivo. This program is aimed not so much at analyzing the collected data but at aiding the process of analysis (Zamawe, 2015). NVivo is a popular data management program that has such features as multimedia functions, rich text capabilities, and character-based coding. Furthermore, the program incorporates built-in facilities enabling individuals from different geographical areas to operate the same information files simultaneously via a network.

Another benefit of NVivo is in its high level of compatibility of the program with research designs. Since NVivo is not “methodological-specific,” it can be utilized with a variety of qualitative research designs and data analysis methods, including ethnography, grounded theory, literature reviews, discourse analysis, phenomenology, conversation analysis, and mixed methods (Zamawe, 2015, p. 13). NVivo has been available since the 1980s, but only a small amount of researchers have utilized it. Zamawe (2015) notes that despite some limitations, the program is rather useful, and, hence, underestimated. For instance, an evident advantage of NVivo is “easy, effective and efficient coding,” making the retrieval process easier (Zamawe, 2015, p. 14). The program also enables scholars to gather information across sources to group the material that is related (Dollah et al., 2017). Apart from easy data management, NVivo offers such advantages as simplicity in finding topics, the opportunity to save time, and the simplification of data classification.

At the same time, it is necessary to admit some drawbacks of the system. For instance, researchers admit that NVivo may present difficulty processing audio files (Zamawe, 2015). What is more, the program requires much time to master (Dollah et al., 2017). Also, NVivo may be expensive for researchers, as well as it may present complications when attempting to interpret data (Dollah et al., 2017). Still, taking into consideration all advantages and disadvantages of NVivo and bearing in mind the purpose of the present research, it is relevant to use the selected software for the simplification of data analysis in the process of work on the research problem.

Validity Threats in the Selected Qualitative Design

As with any qualitative research design, narrative inquiry meets threats to validity. There are two major dimensions in which the selected method’s validity may be undermined. Firstly, there may arise the problem of a disparity between individuals’ experiences and the stories they tell about these experiences (Wang & Geale, 2015). Secondly, there may emerge wrong connections between the stories told and the interpretations of these stories. In case any of these two issues appear, the validity of research will inevitably suffer. To avoid these common problems, the researcher has to make sure that participants understand the purpose of the study and are aware of the need to be precise and objective about their narratives. On the other hand, the researcher also should do their best to remain impartial and help respondents to uncover their stories in a logical and untwisted way.

Validity in qualitative research is established through such qualities as confirmability, credibility, trustworthiness, and dependability. Apart from that, rigorous data collection and analysis are required, as is member checking (Byrne, 2015). There may also emerge some validity threats of narrative inquiry as a research design in connection with these issues. Confirmability is related to the establishment of trustworthiness and the level of confidence that the study is based on respondents’ narratives rather than on the researcher’s biased opinions (Abkhezr et al., 2020; Heilmann, 2018). In order to make sure that the study focuses on participants’ narratives solely, the researcher has to reflect on their choice of the topic and the attitudes toward data collection and interpretation.

Another important aspect that can pose a threat to validity is credibility. According to Haydon et al. (2018), researchers have to consider whether narrative inquiry has the potential to answer the research question. One of the ways of overcoming this threat is long-term communication between the researcher and the participant, which allows for the confirmation of data collection, thus leading to a higher level of rigor and credibility (Haydon et al., 2018; Nolan et al., 2017).

To mitigate threats to dependability and trustworthiness, narrative inquirers need to be highly attentive when listening to individuals’ stories. Furthermore, as Nolan et al. (2017) mention, it is of utmost importance to respond to critics’ notes. Without a sober reaction to criticism, a researcher risks making the study biased, which can lead to a lack of trustworthiness and dependability. It is a good idea to let participants check the final interpretation of their narratives to evaluate whether it coincides with the experience they described in their stories (Nolan et al., 2017). Harfitt (2015) also emphasizes the significance of validating the field notes with participants as a crucial prerequisite of maintaining trustworthiness. The process of data analysis is no less essential than that of data collection when it comes to maintaining the study’s validity. As Wang and Geale (2015) remark, it is necessary to perform validation checks throughout collecting and analyzing data. Furthermore, the researcher should maintain a close connection with the participants at all stages of the study to ensure its dependability and trustworthiness.

Potential Ethical Issues

When considering narrative inquiry as a research design, ethical issues are probably the most significant ones to be addressed. The main problem that may arise is that sharing one’s experiences may turn into something more personal than mere information exchange (Caine et al., 2019). As a result, by the end of the study, investigators may develop too friendly relationship with their respondents. Another potential ethical issue is that researchers place the narratives of the participants within a larger narrative, which means that scholars are imposing meaning on respondents’ experiences. Consequently, there may arise the problem of the misinterpretation of data.

The next ambiguous issue is the subjectivity of the study on the part of a researcher (Caine et al., 2019). Because some of the personal narratives are ambiguous, it is impossible to rule out researchers’ personal assessment of the situations, through the prism of which respondents’ narrations may be altered from what they were meant to uncover initially. Narrative inquirers should also bear in mind that their relationships with the participants can affect the final result of the study (Law & Chan, 2015). Therefore, researchers should be cautious of their own interpretations of the respondents’ narratives, as well as they should make sure that their interactions do not influence the final result.

In order to minimize the risk of the mentioned ethical issues in the current research, the following steps will be taken. Firstly, the researchers will make it a rule not to become too close or friendly with the participants in order to remain as objective as possible throughout the whole process of the study. Secondly, the researcher will listen to the narratives attentively and ask clarifying questions if needed, which will enable avoiding misinterpretations. Finally, at all stages of the research project, the researcher will refrain from offering a personal assessment of situations described by participants. By following these steps, it will become possible to avoid the most viable ethical concerns.

Summary of Research

Research on the topic of online gaming addiction available so far is rich in directions of investigation. Scholars have analyzed individuals’ disposition toward engaging in online gaming (Balakrishnan & Griffiths, 2018; Pietersen et al., 2018; Tang et al., 2017), the desire for online group gaming (Gong et al., 2019), and dysfunctional cognitions associated with Internet gaming disorder (Marino & Spada, 2017). These and other topics of research allowed for an in-depth understanding of the research question, but they have not answered all the questions related to online gaming addiction.

A connection between individuals’ loyalty toward online gaming and developing online gaming addiction has been found. Research findings reveal that addiction to online mobile games is associated with game loyalty (Balakrishnan & Griffiths, 2018). Furthermore, scholars report a positive relationship between online gaming addiction and the tendency to purchase mobile in-game applications. Finally, researchers have investigated that online gaming loyalty boosts players’ desire to buy online game applications. However, researchers failed to provide a discussion of how these processes evolve.

A study by Gong et al. (2019) has resulted in finding a positive correlation between the desire for playing online games and addiction to this activity. Additionally, the authors have found that the desire for group gaming is connected with people’s social identities, expected enjoyment, and specific attitudes. However, the research lacks generalizability since Gong et al. (2019) have analyzed only one type of social game played online. Meanwhile, each online game has its own unique features aimed at supporting specific social ties, which can have different effects on players’ predisposition toward becoming addicted to playing.

Marino and Spada (2017) have examined the peculiarities of the gaming disorder with the help of a narrative review, which makes this study especially valuable in light of the selected topic and research design. Scholars report that online gaming-associated dysfunctional conditions are numerous, and their quantity increases with the growth of the industry. Marino and Spada (2017) remark that it is crucial to differentiate between dysfunctional cognitions and metacognitions in Internet gaming disorder. Implications for future research based on these findings include the comparison between dysfunctional cognitions and metacognitions with the aim of finding effective evidence-based treatment for online gaming addictive individuals.

Findings of Tang et al.’s (2017) research suggest that males are usually more addicted to online games than women, whereas females are more predisposed to online social networking addiction. Pietersen et al.’s (2018) study has resulted in valuable insights into what it is to be a gamer based on online gaming addicts’ personal narratives. Whereas these studies have addressed some of the aspects of online gaming and the development of addiction to it, more thorough research is needed in various dimensions of the research topic. Specifically, it is important to focus research on understanding the development of online gaming addiction and people’s feelings about it.

Abkhezr, P., McMahon, M., Campbell, M., & Glasheen, K. (2020). Exploring the boundary between narrative research and narrative intervention: Implications of participating in narrative inquiry for young people with refugee backgrounds. Narrative Inquiry, 30 (2), 316-342. Web.

Androutsopoulou, A., & Stefanoua, M. M. (2018). Seeking “home”: Personal narratives and turning points in the lives of adult homeless. The European Journal of Counselling Psychology , 7 (1), 126-147. Web.

Balakrishnan, J., & Griffiths, M. D. (2018). Loyalty towards online games, gaming addiction, and purchase intention toward online mobile in-game features. Computers in Human Behavior , 87 , 238-246. Web.

Bruce, A., Beuthin, R., Sheilds, L., Molzahn, A., & Schick-Makaroff, K. (2016). Narrative research evolving: Evolving through narrative research. International Journal of Qualitative Methods, 15 (1), 1-6. Web.

Byrne, G. (2015). Narrative inquiry and the problem of representation: “Giving voice”, making meaning. International Journal of Research & Method in Education, 40 (1), 36-52. Web.

Caine, V., Chung, S., Steeves, P., & Clandinin, D. J. (2019). The necessity of a relational ethics alongside Noddings’ ethics of care in narrative inquiry. Qualitative Research, 20 (3), 265-276. Web.

Chen, J. C. (2019). Restorying a “newbie” teacher’s 3d virtual teaching trajectory, resilience, and professional development through action research: A narrative case study. TESOL Quarterly, 54 (2), 375-403. Web.

Dollah, S., Abduh, A., & Rosmaladewi. (2017). Benefits and drawbacks of NVivo QSR application. Advances in Social Science, Education and Humanities Research, 149 , 61-63. Web.

Gong, X., Zhang, K. Z. K., Cheung, C. M., Chen, C., & Lee, M. K. O. (2019). Alone or together? Exploring the role of desire for online group gaming in players’ social game addiction. Information & Management , 56 (6). Web.

Gordon, L. J., Rees, C. E., Ker, J. S., & Cleland, J. (2015). Leadership and followership in the healthcare workplace: Exploring medical trainees’ experiences through narrative inquiry. BMJ Open, 5 , e008898. Web.

Harfitt, G. J. (2015). From attrition to retention: A narrative inquiry of why beginning teachers leave and then rejoin the profession. Asia-Pacific Journal of Teacher Education, 43 (1), 22-35. Web.

Haydon, G., Browne, G., & van der Riet, P. (2018). Narrative inquiry as a research methodology exploring person centred care in nursing. Collegian, 25 (1), 125-129. Web.

Heilmann, S. (2018). A scaffolding approach using interviews and narrative inquiry networks. An Online Journal for Teacher Research, 20 (2). Web.

Ho, I. K., Newton, T. L., & McCabe, A. (2020). The narrative structure of stressful interpersonal events. Narrative Inquiry , 30 (1), 1-17. Web.

Hu, J., Zhen, S., Yu, C., Zhang, Q., & Zhang, W. (2017). Sensation seeking and online gaming addiction in adolescents: A moderated mediation model of positive affective associations and impulsivity. Frontiers in Psychology, 8 . Web.

James, G. (2018). A narrative inquiry perspective into coping mechanisms of international postgraduate students’ transition experiences. American Journal of Qualitative Research , 2 (1), 41-56.

Kovinthan, T. (2016). Learning and teaching with loss: Meeting the needs of refugee children through narrative inquiry. Diaspora, Indigenous, and Minority Education, 19 (3), 141-155. Web.

Law, B. Y.-S., & Chan, E. A. (2015). The experience of learning to speak up: A narrative inquiry on newly graduated registered nurses. Journal of Clinical Nurses, 24 , 1837-1848. Web.

Marino, C., & Spada, M. M. (2017). Dysfunctional cognitions in online gaming and internet gaming disorder: A narrative review and a new classification. Current Addiction Reports , 4 (3), 308-316. Web.

Martinie, S. L., Kim, J.-H., & Abernathy, D. (2016). “Better to be a pessimist”: A narrative inquiry into mathematics teachers’ experience of the transition to the Common Core. The Journal of Educational Research, 109 (6), 658-665. Web.

McAlpine, L. (2016). Why might you use narrative methodology? A story about narrative. Eesti Haridusteaduste Ajakiri, 4 (1), 32-57. Web.

Monacis, L., de Palo, V., Griffiths, M. D., & Sinatra, M. (2017). Exploring individual differences in online addictions: The role of identity and attachment. International Journal of Mental Health and Addiction, 15 , 853-868. Web.

Nolan, S., Hendricks, J., Williamson, M., & Ferguson, S. (2017). Using narrative inquiry to listen to the voices of adolescent mothers in relation to their use of social networking sites (SNS). Journal of Advanced Nursing, 74 (3), 743-751. Web.

Pietersen, A. J., Coetzee, J. K., Byczkowska-Owczarek, D., Elliker, F., & Ackermann, L. (2018). Online gamers, lived experiences, and sense of belonging: Students at the University of the Free State, Bloemfontein. Qualitative Sociology Review , 14 (4), 122-137. Web.

Sheilds, L., Molzahn, A., Bruce, A., Schick Makaroff, K., Stajduhar, K., Beuthin, R., & Shermak, S. (2015). Contrasting stories of life-threatening illness: A narrative inquiry. International Journal of Nursing Studies, 52 (1), 207–215. Web.

Šporčić, B., & Glavak-Tkalić, R. (2018). The relationship between online gaming motivation, self-concept clarity and tendency toward problematic gaming. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12 (1). Web.

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Persuasive Essay: Video Games

Teenagers today often spend a great deal of time playing video games. These games are fun and engaging and young people often feel like playing games is a great thing to do in their spare time. However, you shouldn’t spend too much time gaming and there are a number of reasons for this: it’s unhealthy, you should spend more time studying, and you need to socialize more.

The primary reason to cut down on gaming time has to be that youths that spend a long time on computers and games consoles are often not getting enough exercise. With high obesity rates, it’s very important for young people to spend as much time being active as possible, especially since studies show that people who are overweight during childhood and adolescence are far more likely to become overweight adults than those of a healthy weight when they’re young. There is just as much, if not more, fun to be had in getting out and about and being active. This doesn’t have to mean going for long runs if that’s not your thing; team sports are both fun and great exercise. Dance or fitness classes are also a good option for those not into sports.

Secondly, getting a good education is that best thing that you can do for your future. If every teenager cut down on their gaming time by 30 minutes per day and used this time to study, the whole of that generation would achieve better results and be more likely to have the career that they want. With education, you get out what you put in, so it’s really up to you to put in the additional effort. If you want to go to a good college, extra study in your own time will be completely vital, but gaming can reduce your concentration span and make this more difficult.

The third main reason that playing video games too often is that it’s no good for your social skills. Some teenagers may argue that because they can now play their games online with friends, they are socializing in their own way. However, you can’t beat face-to-face contact, and if you want to succeed in interviews and build good relationships in later life, you need to develop some proper communication skills. This shouldn’t be a chore, or difficult, because hanging out with friends is far more fun than sitting indoors playing on games all day anyway!

In conclusion, there can be no doubt that spending too much time gaming isn’t good for you. You don’t have to stop all together, but it’s all about moderation. Cut down and allocate your additional free time to doing things that are good for you, and you definitely won’t regret it in later life.

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How to Write an Essay about Online Games

Introduction

Online games are a distinctive way of recreation and interacting with other people in the virtual world. Many gamers reveal that playing online is about creating bonds and coordination. These games are a useful social network because gamers are attentive in cooperation. Online games are social that allows players to band together in the same environment to complete missions on various storylines. The games provide a unique way of how people interact with one another through the internet. Online games give a sense of satisfaction that we can only dream about in real life. You can also write my essay for me !

Choose the game you like

When you want to write an essay about online gaming, choose an exciting game that is relevant. The most suitable game will give you a chance to describe and draw as many facts as possible from it. If you select an online game that is complicated and annoying, you will struggle to describe it, and your content will not be original from your thinking. You should choose a popular game, which you have played and completed missions in it before to draw the attention of many readers.

Prepare a strong statement.

 After choosing the game, prepare a statement about the game, which will hook the mind of the readers. The topic you will create should be catchy and exciting, and it must provide you with ideas for your article. Your introduction will have to produce the most robust thesis from the online game you choose. If you start with a clear thesis, your essay will allow readers to be interested in going through the entire document. Your thesis statement should be clear, simple, and direct for better understanding. In case of difficulties in developing a good thesis, contact custom essay writing provider to get tips on writing a thesis statement.

Discover the online world. Create a conducive environment and conceptualize yourself thoroughly with the game in question. Discover the aspects of the game by playing it once more so that you develop reliable facts and evidence of your claim about the online game. Understand well every mission of the game as you play to get points for your writing. Getting yourself in the virtual world prepares you for online games essay. Playing the online game before writing an essay will give you the mood and motivation to provide an in-depth explanation.  WriteMyEssayForMe   

Make topic research

 Conducting topic research is more crucial in essay writing since you can only develop ideas through in-depth studying. Although you already know about the game, ensure you explore more things to come up with essential and new facts. Find facts from various sources, including publications, magazines, and other online sources such as videos and websites. Put down the points you capture from the sources in a notebook for easy understanding. Ensure there is a clear flow of ideas by writing points in order so that a point leads to the other. Also, you can buy essay from online writing services for your hometask. 

Make a writing plan

 After doing topic research, the next thing is to get your ideas into a writing plan. A writing schedule is vital since you need to plan your time. You can use essay writing service reviews . Ensure that your writing plan takes into account the submission deadlines for the essay. As a writer, give every section enough time to discuss the ideas in detail. Also, set enough time to review and proofread your work to correct the errors you have made. Set writing goals for every session that you should achieve in writing. The working plan will give you a guide throughout the process and act as a reminder for important deadlines within the writing process.

Start writing in advance

 With your plan ready, you can start working on your essay by writing short notes on a notebook. Try to explain each point you generated from your research topic. Make enough notes in your notebook that can help you produce an interesting essay about online games. You can write an outline of the article with all sub-topics to give you a rough idea of how your essay will look. Writing in advance helps you to use minimum time in the actual writing of the article since you already have the ideas.

Write and proofread. Now you need to make the actual writing of the article with the research notes, writing plan and outline of the ideas ready. Start by providing a clear introductory statement with your thesis. Use the research facts to support your claims in the paragraphs; every paragraph should contain a single idea. You should provide valid information to make your essay excellent and informative. You can make an order for your paper at https://essaykitchen.net/ to ensure you produce quality work. Before you submit your work, take enough time to proofread the article. A thorough proofreading will ensure your work have no common mistakes. Check for spelling, grammar, and punctuation mistakes and correct them, eliminate all language mistakes.

Online games are a representation of an entertaining virtual environment. Writing an essay on online games is interesting if you are a good gamer or you played before. You should choose an online game that is exciting and popular to get enough information from many players. The essay can be informative if you do thorough research from various sources. Plan for your writing to meet the deadline and avoid spending a lot of time in one section. Ensure to check on mistakes in misused words, punctuation, and grammar to correct them.

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Teaching With Digital Games in Elementary School

Apps like Kahoot, Blooket, and Quizizz offer valuable feedback about what students are learning while teaching them useful skills.

What do Super Mario, board games, card games, and you have in common? The ability to facilitate engaging, fun experiences through play. Game-based learning happens when educators use games to reinforce content, provide feedback to students, assess student knowledge and understanding, and allow for concept application.

Game-based learning works because playing games, which releases dopamine , increases the creation of synapses in the brain. Game-based learning can encompass computerized games, card or board games, whole group games, small group games, and independent gaming experiences.

I use tech options for game-based learning in my classroom for several reasons, the first being how apps lend themselves so well to data collection and analysis. Kahoot , Quizizz , and Blooket  all provide data on student answers as well as graphs for whole class data. This is not something that nontechnology options can provide, at least none that I’ve encountered. Second, using technology provides my students practice with skills they’ll use throughout their lives.

Game-based learning in third grade

When I taught third grade, I used game-based learning platforms to collect assessment data, review concepts, and provide immediate learner feedback. We had a one-to-one device ratio.

The first step of establishing game-based learning in any classroom is ensuring that students know how to use the devices that are available. It was crucial that all the students could log in to the devices independently, navigate the internet browser, and use my Google Classroom, where the links to activities and games were housed. This is achievable by giving students time to practice using the technology and by providing direct instruction on how to use the devices.

Next, it’s important to give clear instructions for using the games. Modeling the tools can also be beneficial to students. I modeled navigation and gameplay with my students for various game-based learning tools, using my own computer and interactive whiteboard screen.

This is also the time to state expectations for students using technology, like how to hold the devices, use the touch screens and track pads, return the devices to a storage and charging cart, etc. While it may feel like you are wasting instructional time, this will save time in the long run and allow you to use these technology tools over and over again throughout the school year. Anchor charts can be helpful in displaying and explaining the expectations for technology usage and game-based learning in your classroom.

The game-based learning tools that I used most often in my third-grade classroom were Kahoot and Blooket. These are traditional game-based learning platforms in that they are designed like computer games and have leaderboards. I used both platforms for guided practice, for content review, and as technology options for station rotations. Both tools also provide immediate feedback on whether students answered correctly, which is helpful in correcting misconceptions. 

One of my favorite ways to use Blooket was to review fractions and math facts. My students had so much fun with this that they asked to do more math fact reviews—they didn’t want to stop or move on to the next subject.

I also added a layer of motivation to play and put forth effort into answering the questions by joining the game myself. My students tried really hard to score better in the game than I did, and they used their mathematical automaticity to do so. I plan to use this with my fourth- and fifth-grade students this year.

Game-based learning in kindergarten

When I taught kindergarten, I needed to do more explicit instruction of device usage and game navigation because my students had less experience with games and technology. I had access to iPads, which are more user-friendly for little learners. Often, there is no log-in required, which is good for young students who are still learning how to identify their letters and may not be ready to type.

Kindergarten students were very excited to use iPads and had some familiarity with touch screens, which was helpful. I would show my students the picture of the app so they knew what to click. If time permitted, I would hand out the devices with the apps opened already. As with older students, it’s important to provide direct instruction and modeling on how to play the games, as well as expectations for using technology in the classroom. 

Quizizz was a favorite game for my kindergarten students on the iPads. I created games for my students to practice their rhyming skills and CVC (consonant-vowel-consonant) word decoding. I used lots of clip-art images when creating games, as they have limited reading skills.

The limited reading skills brings me to a whole group game that uses a teacher device and interactive whiteboard: JeopardyLabs . Teachers can create or use a premade Jeopardy game on classroom concepts. I used JeopardyLabs to review math facts and sight words with my kindergarten students. I allowed them to tap the screen to pick their questions. 

Also, there was a time that I had Chromebooks for my kindergarten learners, but not enough for each student to have their own. In this case, I set up several devices for Kahoot and had my students work in teams to play games. We used this to review phonics skills and geometric shapes. My students loved working together to answer questions on their Chromebooks.

When choosing tools that work for me and my students, I try to use the SAMR model . Essentially, the SAMR model delineates how to pick technology tools that are intentional for the classroom, using technology to transform and enhance the activities. SAMR is applicable to all technology integration, not just game-based learning.  

Additionally, I look at the cost of technology tools when picking what to use with my students. Another reason I like resources like Kahoot, Blooket, and Quizizz is because they are free. 

Whether you are a veteran teacher, a preservice teacher, or somewhere in between, game-based learning is a beneficial practice for engaging students and for meaningful instructional design. Hopefully, with some planning and reflection, you will be on your way to facilitating game-based learning for your students.

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The Modern World of Online Gaming: The Addiction Conundrum

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Statement of the Problem

• What are the effects of social sites on the addiction in online gaming?
• What are the things they skip when they are playing online games?
• How many hours did they spend in playing online gaming?
• What are the possible effects on the performance of the students when they play online games?
• How to prevent the addiction of the online player?
• Those addicted to computer games will have symptoms of addiction, such as tolerance, Emotional dependence, and withdrawal.
• The computer addicted group will demonstrate an emotional attachment to computer Games. If they are having a bad day, they will be more likely to play more hours of Computer games.
• The computer addicted and social player groups will be more likely to play MMORPGs.
• Computer addicted group will have lower GPAs.

The Significance of the Study

Scope and limitations, definition of terms, online games and addiction.

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Online Games Good or Bad Speech

• Updated on  
• Sep 15, 2022

Online Gaming is a new fad amongst all age groups today especially amongst teenagers which has its own advantages and disadvantages. Online Games Good or Bad Speech is among the ASL Topics and we have composed two sample speeches that can help you prepare for your English assessment.  

Online Game: Good Or Bad Speech Sample 1 [400-500 words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and informative speech on whether Online games are good or bad? Online gaming is a double-edged sword that has its own share of merits and demerits. Post pandemic most of our life has become virtual and hence, being completely cut off from online gaming is impossible and even if possible, it will do more harm than good as children and teenagers will be deprived of leisure. Coming on to the bright side of online gaming, there are a plethora of benefits of online gaming as they hone our Analytical thinking, inculcate the importance of Goal-oriented Behaviour as a lot of online Games involve missions and levels which requires really good gaming skills, and online gaming makes teenagers more prudent and alert. India has witnessed a huge boom in the gaming market because the majority of our population is young, mobile phones are available at low cost, and easily available on the Internet. India is among the top 5 online mobile gaming industries and as per research which shows 30 percent of people believe playing online games enhances cognitive skills. Playing online games helps teenagers connect with their peers as most of the teenagers play online games and also if played within limits then it is a really good leisure activity. Now after exploring the merits, we will now understand the dark side of online Gaming. Playing excessive online games reduces our interest in other important activities like academics, outdoor sports. Moreover, all day of sitting and playing online games is detrimental for physical and mental health. Also at times, kids can download games from unsafe sources which may bring viruses to their mobile phone or PC. Also, these games are highly addictive in nature which not only distorts focus but also inhibits delayed gratification among children. Playing action games frequently makes children impulsive and aggressive. The research found that gaming addiction is correlated with low-self esteem, negative beliefs about one’s self, and poor social relationships. Be careful while playing online games, as the most attractive game can be the biggest distraction that can hinder you from achieving your goals and dreams. Now after taking both merits and demerits of online gaming into consideration it is safe to say that online games are beneficial as well as harmful depending completely on us whether we allow these games to overpower our willpower or not. Otherwise if played in limit playing games can be a rewarding experience as well.

Online Game: Good Or Bad Speech Sample 2 [200-300 Words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and informative speech on Online games: good or bad? Just like a coin, online gaming has two sides that must be understood comprehensively. First, we will explore the bright side of online gaming and some of the benefits of online gaming can’t be ignored as it helps us in improving our critical thinking skills as games with tough missions and levels require us to think critically, encourage out of the box and solution-oriented manner of thinking as some missions in a particular game may require spontaneity and smartness in order to crack those missions. Also if played within limits, online gaming, especially with friends, can be a rewarding experience indeed after a tiresome and hectic day at work or College and it improves the presence of mind and alertness. Now further, let’s explore the dark side of online gaming. Some of its demerits are that it takes up a lot of our time, if we get addicted to it and it also deviates us from our main goals and work. Playing violent and action games can definitely instill violence and aggression in our behavior. Thus, we must be cautious of online gaming and play these games within the limit as playing them excessively can hinder our social relationships and affect our health. After taking both the pros and cons of online gaming into account, it is advisable to play online games but only within a limit so that it does not overpower our willpower.

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• Speech on Procrastination
• Speech on Indian Culture

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13 comments

your blog gave me lots of knowledge for gaming

Thank you, Pawan!

this website is a gem i like the way they give the intro and outro

Glad you liked it, Harin! You can also check: Harvard’s 5 New Free Online Courses for Programmers How to Make a Career in Online Gaming? Reach us at 1800 57 2000 for study-abroad related matters!

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Thank you for the comment, Vinayak!

Very good app is this I want to study with this class

If you liked the blog o speech on the online game good or bad, you must read our blog on speech on Procrastination- https://leverageedu.com/blog/speech-on-procrastination/ .

This info is new for me ! Thanks

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This article posts a lot of information on online games that help us have different strategies, critical thinking, multitasking, problem-solving, quicker decision making, relaxation, better memory, and more concentration.

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Essay on Video Games

Students are often asked to write an essay on Video Games in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Video Games

Introduction.

Video games are interactive digital entertainment platforms. They are played on devices like computers, consoles, or mobiles.

Types of Video Games

There are many types of video games. Some are educational, others are adventure-based or sports-themed.

Benefits of Video Games

Video games can improve hand-eye coordination, problem-solving skills, and strategic thinking. They can also be a fun way to relax.

Drawbacks of Video Games

Excessive gaming can lead to health issues like eye strain and lack of physical activity. It can also impact social skills if not balanced with real-world interactions.

Also check:

250 Words Essay on Video Games

Video games, a form of interactive entertainment, have evolved dramatically from their rudimentary origins in the 1970s. They have penetrated almost every aspect of modern society, becoming a significant part of our culture and a powerful force in the entertainment industry.

The Evolution of Video Games

In their inception, video games were straightforward, consisting of basic graphics and gameplay. However, as technology advanced, so did the complexity and visual appeal of these games. Today, video games are immersive experiences, boasting high-definition graphics, complex narratives, and intricate gameplay mechanics.

The Impact on Society

Video games have a profound impact on society. They have transformed how we spend our leisure time, and have even created new professions, such as professional e-sports players and game developers. In addition, video games have educational potential, as they can develop problem-solving and strategic thinking skills.

Controversies and Criticisms

Despite their popularity, video games have attracted controversy. Critics argue that they promote violence, addiction, and social isolation. However, research on these issues remains inconclusive, and many argue that the benefits of video games outweigh potential negatives.

500 Words Essay on Video Games

Video games, a form of digital entertainment that has dramatically evolved over the past few decades, have become a significant part of contemporary culture. They offer a unique blend of interactive storytelling, art, and technology, engaging players in a way that no other medium can. Video games are more than just a pastime; they are a platform for expression, learning, and innovation.

The history of video games is a testament to the incredible technological advancements of the late 20th and early 21st centuries. From the rudimentary pixel graphics of the 1970s to today’s immersive virtual reality experiences, video games have continuously pushed the boundaries of what is technologically possible. They have transformed from simple, solitary experiences into complex, social phenomena, connecting people from all walks of life.

The Impact of Video Games

The benefits and concerns.

Despite the criticisms often associated with video gaming, such as addiction and violence, numerous studies have highlighted the potential benefits. Video games can improve cognitive skills, such as problem-solving and spatial awareness, and can also foster social interaction and cooperation when played in groups. They can serve as therapeutic tools, helping to manage conditions like anxiety and depression. However, it is essential to maintain a balanced perspective, acknowledging the potential risks and promoting responsible gaming.

The Future of Video Games

The future of video games is as exciting as it is unpredictable. With emerging technologies like virtual and augmented reality, artificial intelligence, and cloud gaming, the possibilities for innovation are limitless. Video games are poised to become even more immersive, interactive, and personalized, offering experiences that were once the stuff of science fiction.

That’s it! I hope the essay helped you.

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10-Minute Writing Games to Play with Your Students

Jen Schneider Blog , Writing writing 1

Want some quick games to share with your students during transitions or as attention-getters. Play these fun games independently or with groups! Here are a few of my favorites 10-minute writing games to play with your students. This post uses some affiliate links. Purchases from these links result in a small commission to help sustain this site.

Word Association Game

Word association games are perfect for 10-minute writing games! Start by giving students a random word and ask them to write down the first word that comes to their mind when they hear it. Then, have them pass their paper to the person next to them and repeat the process with the new word. Set a timer for 10 minutes and see how far around the circle they can go, building off of each other’s words. This game is a blast for generating vocabulary words or words to use in future writing prompts or stories.

Writing Roulette

My students beg to play writing roulette! I give each student five different colored sticky notes (or use this FREE Jamboard template ).

Each sticky note has a different topic. For example, here are the literary elements I use for my students. You can change these up depending on your grade level.

• Yellow: character
• Blue: quotation
• Pink: setting
• Green: conflict
• Orange: theme

Have your students each generate one of the literary elements on each colored sticky note. Make sure they write only one idea per note. Mix up the sticky notes, then give the students five sticky notes (one on each topic) to generate their own story. We LOVE sharing these with the class. As a bonus, expand on the quick stories and create a published, polished piece.

Literary Jenga

Literally playing a game when writing is so much fun! Write creative writing prompts on the sides of Jenga blocks (such as “Write a story in which the main character is an animal” or “Describe a place you’ve never been”) and stack them up. Students take turns pulling a block and then writing for 2-3 minutes based on the prompt they see. The game continues until the tower falls, and then students can read aloud what they’ve written.

Finish the Story Writing Game

This game is also called story or paper pass. I remember playing this writing game in school. I loved it then as much as I love it as a teacher! First, give students the first line of a story and have them write for 2-3 minutes. Then, have them pass their paper to the person next to them and that person continues the story for 2-3 minutes. Continue this process until everyone has contributed, and see how the story turned out in the end.

Random Word Stories

Use this random word generator to pick a fun, unique word. Have your students write a story using that word as a focus. You can have each student select their own word or use a class word.

Descriptive Writing Game

Many ELA curriculums have descriptive writing as an assessment. Why not teach descriptive writing skills with a 10-minute writing game! First, ask students to close their eyes and imagine a scene you describe to them, such as a beach or a forest. Give them 10 minutes to write a detailed description of what they see in their mind’s eye. Encourage them to use sensory language and descriptive adjectives to really paint a picture with their words. Share the stories, and as a bonus, have students illustrate their writing. You can also adapt this and share a picture as a writing prompt starter. Show students a picture or image and give them 10 minutes to write a story or poem based on what they see. Encourage them to be creative and use their imagination to build a story around the picture.

Character Creation Game

Students love creating their own characters! Have students brainstorm a character by answering questions about them, such as their name, age, occupation, likes and dislikes, fears, etc. Then, set a timer for 10 minutes and have them write a short story or scene featuring that character. You can add to the fun by having two characters team up together to create a new story or have a conversation with one another based on their characters’ backgrounds.

Six-Word Stories

Challenge students to write a complete story in just six words, such as “For sale: baby shoes, never worn.” Set a timer for 10 minutes and see how many six-word stories they can create.

Mad Libs Game

The old Mad Libs games are so much fun! I remember having paper Mad Libs books that my siblings and I giggled over with delight. Online Mad Libs games let students work independently to create funny stories. I love using Mad Libs online !

Fan Fiction

My students absolutely love writing fan fiction. This gives them a chance to explore stories on a deeper level, and change the outcomes to what they really wanted to happen in the book! Have students choose a favorite book or movie character and write a short story featuring that character in a new adventure or scenario. Set a timer for 10 minutes and see how well they can capture the voice and personality of the character in their writing.

Story Cubes

Use storytelling dice or story cubes with pictures on each side, and have students roll the dice to create a story. Set a timer for 10 minutes and challenge students to create a story that includes all of the pictures they rolled. Share the stories in small groups or with the full class.

Writing Prompts

Using writing prompts in the classroom is an effective way to encourage a love for writing in students. Here are five ways to inspire and engage middle school students:

Daily writing prompts

Start the day with a short 10-minute writing exercise that covers various genres and themes. Use this list of 25 daily prompts to get started.

Structured writing prompts

Use prompts as a starting point for more structured writing assignments such as essays or research papers. This encourages students to think critically and provides specific guidelines for the writing task. Use this list of 10 structured prompts to get started.

Group brainstorming

Encourage students to work together in small groups to generate their own writing prompts. This fosters collaboration and creativity.

Writing prompt dares

Students can create their own writing prompt dares or use these 15 writing prompt dare examples to get started. These are great for group brainstorming prompts.

Try out this 52 writing prompt workbook . You even get an editable Canva link to add your own unique prompts!

Get ready for 10-minute writing games to use in your classroom! These games can be scaffolded and differentiated for all grade levels. What writing games do you use in your classroom!

Creative writing games: A great way to unleash your creative side @

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Play online Gomoku, Connect 4 or Tic-Tac-Toe with hundreds of players around the world. Connect with your friends and kids with these easy to play, fun and free online paper and pencil games. Trying to connect with your kids ? Play with far away friends ? Or just need a break from work ? Then simply share a link with them and have fun together. You can play as guest. Games for all, all ages, for everyone, near or far.

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We have 2-player classic paper games like tic tac toe , connect 4 , gomoku and battleship . You can easily play with a friend, play the daily tournament, or create your own tournament . On the latter option, modes like Single Elimination, Double Elimination, Swiss, and Round Robin can be used to create a dynamic and fun competition.

These paper games can be played by kids, school classes, or companies that seek to improve their virtual team-building activities. It's the perfect break to connect on Fridays and have some fun.

The players can express their emotions during the game sessions using our emoji catalog. They can also chat together. This dramatically improves collaboration and communication for people that are physically separated.

Samantha Putterman, PolitiFact Samantha Putterman, PolitiFact

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• Copy URL https://www.pbs.org/newshour/politics/fact-checking-warnings-from-democrats-about-project-2025-and-donald-trump

Fact-checking warnings from Democrats about Project 2025 and Donald Trump

This fact check originally appeared on PolitiFact .

Project 2025 has a starring role in this week’s Democratic National Convention.

And it was front and center on Night 1.

WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC

“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”

Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.

“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”

Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.

“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.

Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.

Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.

Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.

PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.

Are Trump and Project 2025 connected?

To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)

The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.

Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.

WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors

However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.

A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.

Project 2025 wouldn’t ban abortion outright, but would curtail access

The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”

The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.

What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.

Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”

It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.

If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.

WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.

The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.

The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.

Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.

Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare

“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”

The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.

Harris also misleads about Trump’s Social Security views.

In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.

Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.

Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.

The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.

Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.

Project 2025 would eliminate the Education Department, which Trump supports

The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.

Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.

Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.

In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.

What Project 2025, Trump would do on overtime pay

In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”

The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.

The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.

In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.

The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.

It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.

Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.

Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.

But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.

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Critiquing India’s Politics With Absurdist Games

Studio Oleomingus’s video games, often inspired by literature and architecture, are colorful and playful examinations of some of India’s darkest chapters.

By Rollo Romig

Rollo Romig, who reported from Vapi, India, is the author of a book about the rise of autocracy in the country.

It is not unusual for steady rain to fall in the video game worlds of Studio Oleomingus. And it is easy to see why if you visit the studio’s lead writer and designer, Dhruv Jani, at his home office in Vapi, a small city on the western coast of India, at the height of the monsoons.

“This is the only season where it gets so gloomy outside that I feel right at home no matter what time of day it is,” Jani said with a laugh last month, on a day when it had been raining continually for more than a week. “Like you’re living in an Edgar Allan Poe story.”

The rain-soaked video game on his computer screen, Folds of a Separation , is just one of many that Studio Oleomingus has created about India’s postcolonial history and its contemporary political climate.

Inspired by political prisoners, particularly a group known as the Bhima Koregaon 16 , the game uses a maze as its central mechanic: The player alters each screen’s layout to help two tiny figures escape. Upon the completion of each puzzle comes another section of a poem that Jani wrote from the perspective of a person writing to a lover in prison.

I will come see you when they let me. Until then close your eyes and I will walk with you, even if it is only through your memories of a country we no longer recognize.

As with all of Studio Oleomingus’s games, the visuals offer a playful contrast to its melancholy themes. The backgrounds are piled high with impossibly oversize household objects — pressure cookers, spray bottles, teakettles. The bright color palette, Jani said, was inspired by cheap gum wrappers, screen-printed matchbox covers from the 1990s and “ those Lux underwear advertisements that got painted underneath bridges.”

It was this distinctive use of color and scale that first caught the attention of Jamin Warren, a founder of the video game magazine Killscreen who now runs Gameplayarts, a Los Angeles gallery and education center focused on video game art.

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Dungeons, Dragons and shoulder pads: Why I loved D&D as a closeted teen

Glen Weldon

As D&D turns 50, we remember the early days

Dungeons and Dragons game pieces, photographed in 1986. Joel Congdon/Getty Images hide caption

Dungeons & Dragons turns 50 this year. The tabletop role playing game (TTRPG) has gone through a slew of revised editions, expansions and hack ‘n’ slay imitators, weathered a Satanic panic or two, seen itself replaced in the hearts and minds of the nation’s nerds by games like Magic: The Gathering and Pokemon , only to experience a bold popular resurgence in recent years, thanks in no small part to so-called Actual Play TTRPG podcasts and web series like Critical Role , Dimension 20 and The Adventure Zone .

In other words: As a pop culture phenomenon, it’s been hacked, but it still slays.

I played my first game of D&D in 1978, just four years after its launch. I was 10 years old; it was summer. My friend down the street invited me over to his house, which usually meant forcing me to play catch with him in his backyard (read: He’d whip a baseball at my face, I’d flinch and let it bounce off me, I’d pick it up and toss it back so it landed in the grass 3 feet in front of him with a woeful thud; repeat until dinner time). On this occasion, to my surprise and delight, we sat on his screened-in porch as he took out what I have since learned was the box of rulebooks and polyhedral dice known as the Dungeons & Dragons Basic Set .

I loved it from the jump, largely because everything about the game was so deeply indebted to my beloved Tolkien (Wizards! Halflings! Orcs! That titular dragon on the box cover, atop its pile of gold!). But it didn’t last; my neighbor started at a new school in the fall, and we lost touch.

I didn’t start playing my first real, sustained D&D campaign until three years later. My friend David wanted to try his hand at being a dungeon master and invited me and three other kids I didn’t know to form an adventuring party. When I arrived at that very first session in David’s bedroom, they’d already created their characters — a fighter, a thief and a ranger. They urged me to play as a cleric, who could hang back and heal them whenever they got beaten up. I liked the idea of staying out of the heat of battle and just being the guy who patched my friends up, earning their deep and abiding gratitude. Feeling needed, appreciated. It was tempting, I admit. But then destiny, in the form of my nascent queerness, intervened.

David invited me to look through a thin paperback D&D supplemental rulebook called The Rogues Gallery — page after page of ready-made characters I could choose from. I flipped through the clerics, but nothing grabbed me. But then, on page 12, just above the chart of a class of characters called Illusionists, I saw it. Him.

The Illusionist in question. Advanced Dungeons & Dragons: The Rogues Gallery , by Brian Blume with Dave Cook and Jean Wells. 1980, TSR Games. hide caption

It was a pencil sketch by illustrator Jeff Dee. A tall, thin male figure stands facing the viewer. In his right hand he holds a staff, while his left is open, palm up. He holds his arms slightly away from his body, and sets his shoulders at a rakish tilt — the resulting stance is somewhere between that of an insouciant shrug and a hearty “ta-DAHHH!” He is surrounded by a thick fog — the spell he is presumably casting — out of which leer several monstrous faces.

I liked that. But what I loved , what moved me, what sealed the deal for my young, closeted, queer self, was his outfit.

Thigh boots, for one thing. I mean, what was I, made of stone ?

Plus, scandalously tight pants set off by a belt and dagger. And clinging to every ridge of his slim, muscular torso, a sleeveless tunic — a tank-top, basically — that still somehow managed to boast kicky shoulder pads.

This is the important bit, the part you must understand: I’m not just talking thin, epaulet-like shoulder bumps. No, these were dramatic, flared, Ming the Merciless meets Julia Sugarbaker shoulder pads .

The other stuff — the parted-down-the-middle blowout, the cheekbones, the diadem, the big chunky necklace? Icing on the cake. Superfluous. I’m self-aware enough to know that it was that tank top with shoulder pads that did it.

A puzzling match made in the Marvel Cinematic Universe: Robert Downey Jr. as Dr. Doom

“I want to be an Illusionist,” I said, firmly, which caused my fellow players to roll their eyes and mutter the first of what would turn out to be a sustained pattern of homophobic slurs in my general direction. I didn’t, and still don’t, care. I was fierce, and I was fabulous .

I fell hard for the game, then. I subscribed to Dragon magazine, and regularly pestered my mom to schlep me to Dragon’s Lair, in a sad strip mall just north of Wilmington, Del. , where I dutifully bought more rulebooks, more dice, more dungeon modules and a steady stream of lead miniatures that I painted very, very, very badly.

It wasn’t easy. Just as I was entering my heedless, full-bore devotion to the game, the Philly paper ran an article in its Sunday magazine which cited “experts” about the game’s purported Satanic roots. An article that, the following Sunday, caused the sweet, kindly pastor at our sleepy suburban Grove United Methodist Church to launch into what was (for him, anyway) a fire-and-brimstone sermon decrying the game. About the same time, novelist Rona Jaffe published Mazes & Monsters , an extended bout of literary hand-wringing over the game’s supposed deleterious effect on the youth of America, which was promptly made into a profoundly cheesy, absolute hoot-and-a-half of a TV movie starring a young Tom Hanks as a dude who suffers a psychotic break attributed to the game.

This article in the Philadelphia Inquirer Magazine (July 26, 1981) came down generally positive on D&D, while devoting several column inches to psychologists fretting that players used it to escape reality, and to religious figures who warned that the game was a work of Satan. The cover alone may have been enough to fire up our pastor. Today , the Philadelphia Inquirer Magazine/ via Newspapers.com hide caption

Over the handful of years I played D&D in earnest, back then, I had to talk my parents off the ledge every time some new magazine article or 60 Minutes segment came out spotlighting the entirely manufactured “controversy” around the game. It was exhausting. But I kept at it; I had to. I needed to.

Because there was this one time? When my friends and I were being rushed by a phalanx of orcs, and I cast an illusion of a deep pit on the ground in front of us, filled with bubbling acid and metal spikes, and the orcs failed their saving throws and believed they fell into said illusory pit, and impaled themselves on the illusory spikes, and dissolved in the illusory acid and thus died actual deaths?

That? That was cool. And, for just those few fleeting seconds, down there in the deepest, most tortured throes of my closeted, excruciatingly awkward puberty, so was I.

This piece also appeared in NPR's Pop Culture Happy Hour newsletter.  Sign up for the newsletter  so you don't miss the next one, plus get weekly recommendations about what's making us happy.

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Gay hamsters. A litigious elf. A cowgirl toilet. Welcome to Julio Torres' 'Fantasmas'

Essay on Games

Games are an essential part of everyone’s childhood. Games are a fun way to keep kids entertained. They provide an interactive and engaging way to learn something new while considering themselves and others. They give children a break from daily study routines. Playing games improves kids’ immunity and helps them stay strong. BYJU’S essay on games allows the little ones to understand the difference between indoor and outdoor games and the importance of playing games.

Table of Contents

Indoor games, outdoor games, importance of playing games.

The essay on games is an article that explains why playing indoor games is vital for the development of kids in their early years. Indoor games are essential for kids who spend a lot of time indoors. There are many benefits to playing these games, like improving a child’s vision and developing memory skills. These skills help them in academics. While playing indoor games, kids can have a friendly competition.

The importance of indoor games is something that many people have probably not thought about. Indoor games can teach children how to move a coin, improve coordination, and use their imaginations. Examples of indoor games are carrom board, table tennis, chess, scrabble, charades, paper games, ludo, etc.

Outdoor games are essential to children’s health and development. Children who play outdoors experience nature, which is good for their physical, social, and mental health. Outdoor games are a fun way to get out of the house, meet new people, and take an opportunity to bond with new friends.

The little ones need to engage in physical activities to stay healthy. They help children develop problem-solving, teamwork, communication, cooperation, flexibility, and physical activity skills. Outdoor activities can be more beneficial than indoor activities because they provide more exposure to sunlight. Examples of outdoor games are kabaddi, cricket, football, kho kho , etc.

Playing games is an excellent way for kids to learn about the world and make new friends. Games improve kids’ learning experience and interest in studies, which helps them score better grades. Experts say playing games has cognitive benefits and can help increase social skills.

When playing games, kids’ brains grow stronger and wiser. Games teach children how to interact with others and think strategically while they are still young and learning new things. They also provide a safe place for kids to learn and explore without fear of judgement. You can also use games to teach your child how to communicate using a game board or cards.

To conclude, games are an essential part of early childhood, and an essay on games helps children understand the value of playing games. When kids soak in the sun while playing, they become strong, improving their vitamin D levels. In addition, playing games keep the kids engaged and entertained. For more kid-friendly activities, stories , GK questions and other games visit, BYJU’S website.

Frequently Asked Questions on Essay on Games

What are the benefits of playing indoor games.

Indoor games provide kids with a way to exercise their minds while playing. Solving puzzles or educational games help children learn new skills, strengthen maths skills and improve memory. Research is also being conducted to see how playing indoor board games can improve children’s literacy skills.

Why are outdoor games important for children?

Parents should encourage their children to participate in outdoor games to teach them the importance of teamwork and cooperation. Games like kabaddi, cricket, and hockey are fun ways for children to stay active during the summer. They also help children build their physical strength.

Why is BYJU’S essay on games vital for kids?

BYJU’S essay on games is essential for children because it explains the significance of playing and how games allow them to release stress, have fun, and learn valuable skills.

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https://educationhub.blog.gov.uk/2024/08/20/gcse-results-day-2024-number-grading-system/

GCSE results day 2024: Everything you need to know including the number grading system

Thousands of students across the country will soon be finding out their GCSE results and thinking about the next steps in their education.   

Here we explain everything you need to know about the big day, from when results day is, to the current 9-1 grading scale, to what your options are if your results aren’t what you’re expecting.  

When is GCSE results day 2024?  

GCSE results day will be taking place on Thursday the 22 August.     

The results will be made available to schools on Wednesday and available to pick up from your school by 8am on Thursday morning.  

Schools will issue their own instructions on how and when to collect your results.   

When did we change to a number grading scale?  

The shift to the numerical grading system was introduced in England in 2017 firstly in English language, English literature, and maths.  

By 2020 all subjects were shifted to number grades. This means anyone with GCSE results from 2017-2020 will have a combination of both letters and numbers.  

The numerical grading system was to signal more challenging GCSEs and to better differentiate between students’ abilities - particularly at higher grades between the A *-C grades. There only used to be 4 grades between A* and C, now with the numerical grading scale there are 6.  

What do the number grades mean?  

The grades are ranked from 1, the lowest, to 9, the highest.  

The grades don’t exactly translate, but the two grading scales meet at three points as illustrated below.  

The bottom of grade 7 is aligned with the bottom of grade A, while the bottom of grade 4 is aligned to the bottom of grade C.    

Meanwhile, the bottom of grade 1 is aligned to the bottom of grade G.  

What to do if your results weren’t what you were expecting?  

If your results weren’t what you were expecting, firstly don’t panic. You have options.  

First things first, speak to your school or college – they could be flexible on entry requirements if you’ve just missed your grades.   

They’ll also be able to give you the best tailored advice on whether re-sitting while studying for your next qualifications is a possibility.   

If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.  

Speak to your sixth form or college to decide when it’s the best time for you to resit a GCSE exam.  

Look for other courses with different grade requirements     

Entry requirements vary depending on the college and course. Ask your school for advice, and call your college or another one in your area to see if there’s a space on a course you’re interested in.    

Consider an apprenticeship    

Apprenticeships combine a practical training job with study too. They’re open to you if you’re 16 or over, living in England, and not in full time education.  

As an apprentice you’ll be a paid employee, have the opportunity to work alongside experienced staff, gain job-specific skills, and get time set aside for training and study related to your role.   

You can find out more about how to apply here .  

Talk to a National Careers Service (NCS) adviser    

The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.   

Whatever your results, if you want to find out more about all your education and training options, as well as get practical advice about your exam results, visit the  National Careers Service page  and Skills for Careers to explore your study and work choices.   

You may also be interested in:

• Results day 2024: What's next after picking up your A level, T level and VTQ results?
• When is results day 2024? GCSEs, A levels, T Levels and VTQs

Tags: GCSE grade equivalent , gcse number grades , GCSE results , gcse results day 2024 , gsce grades old and new , new gcse grades

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