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Tennis for two, the first video game to be created, was released in 1958 and made by William Higinbotham (Tretkoff, 2008). Approximately six decades later in the year of 2015, more than “155 million Americans are regularly” playing computerized games as a form of entertainment (Campbell, 2015). In such a short amount of time, interactive entertainment has evolved from being a simple white line and circle to detailed environments that can tell stories and simulate other-worldly experiences. This form of media has also become for inclusive over the years by introducing new genres to the mix such as first-person shooters, role-playing games, real-time strategy, adventure, and platformers. In today’s day and age, one can easily find a game that meets their preferences. In addition to the development of more genres, video games have been under study, namely on their effects on the human mind. Many conclusions researchers have made link video games to aggressive behavior. Along with these studies are a number of reported homicides where the offenders were revealed to have played video games. In turn, many news outlets and politicians have deemed this form of entertainment as a corruptor of the minds of children. Although the number of those who believe in the connection between video games and aggression is great, this idea is simply an illusory correlation. In fact, video games are actually beneficial to those who play them by improving financial skills and academic performance.As stated earlier, part of the reason why video games are portrayed negatively in society is because of the violent crimes linked to them. On April 20, 1999, Eric Harris and Dylan Klebold came to Columbine High School with firearms and began shooting at people who were their former classmates and teachers (Korach). Before the two turned “the guns on themselves,” thirteen were killed and twenty-three were injured (Korach). Eric Harris and Dylan Klebold had one thing in common: they both enjoyed playing a Doom (Korach). Doom is a popular first-person shooter that was released in the 90s. The objective of this game is to obtain weapons and kill demons that were spread across each level. The enemies Doom were two-dimensional sprites that turned into a pile of red pixels when shot, but at the time it came out, the images present in this game were seen as morbid and grotesque. Since the shooters both played this game, it was assumed that Doom was the cause of the homicide that took place in the school. The video game encouraged violence in order to complete each level, so it seems logical for those who play them to become more violent in the real world.Of course, there is research that backs up the claim that video games and violence are related. APA, the American Psychological Association, has performed “Two meta-analyses, including data on more than 134,000 people,” that proves that there is a connection (Twenge, 2012). To be exact, the correlation between games and aggressive behavior on a scale of -1 to 1 was found to be “r = .20” (Twenge, 2012). Since there were so many participants and the correlation was found to be positive, it is difficult to disprove. This is especially true since a correlation of .20 typically “causes a doubling or tripling” of the number of people succumbing to negative thoughts and feelings (Twenge, 2012). However, there are some flaws present in this conclusion. The controls for video games are not perfect. Humans directly control their actions by sending signals from their brains to their body parts. Inside of a computer game, traversing through an area is not simply done by sending messages through your neurons. A player’s mobility is confined to peripherals such as controllers, keyboards, and computer mice. One must learn to have themselves push buttons with their fingers instead of moving their legs to perform an action as menial as walking. Proficiency with gaming peripherals is not a skill humans are naturally born with, and “researchers from the University of Rochester found that failure to master a game and its controls led to frustration and aggression” (Video gamers’ aggression, 2014). The link connecting lack of mastery and frustration was tested by having undergraduate students play Tetris. However, they did not just pick up a controller and play the game. Test subjects were required to first have their hands submerged in “painfully cold water for 25 seconds” before playing (Video gamers’ aggression, 2014). Students were then assigned “either a simple or challenging version of Tetris” at random (Video gamers’ aggression linked to frustration, not violent content, 2014). After the game was over, the participants were told to decide the amount of time the next player would have to put their hand in the cold water, but in reality, everyone was “assigned the same duration” of time (Video gamers’ aggression, 2014). To no surprise, the students who played the harder version of Tetris usually were more frustrated than those who played the easier version of the same game. The average amount of time the assigned by those who had the more difficult form of Tetris was 10 seconds more than those who played the less difficult one (Video gamers’ aggression, 2014). Tetris is a basic block stacking games with no violence of any kind. The research done by the University of Rochester, however, demonstrates that a good amount of people who played this game sought to bring minor pain to those who have not yet experienced their struggles. Lacking mastery brings upon frustration, for it causes people to feel as if there is nothing they can do to succeed. Many violent video games require a fair amount of skill to be successful. Movement is much more restricted in a video game. In Doom, for example, the player either moves around using a controller or a mouse and keyboard. Both of these peripherals are great for gaming, but they can never compare to simply physically turning around and pointing at your target. As a result, it is easy for the player to miss their intended target become aggravated as a result. Therefore, it is possible that a portion of the cases in which the American Psychological Association observed aggressive behavior were caused by the game’s controls and not its content. The belief that video games were part of the cause of the homicide at Columbine High School is also flawed. Video games graphics have greatly improved, and currently, they nearly appear realistic. This is especially true for the reboot of Doom released in 2016, for it makes the piles of red pixels from the original game become heaps of organs and body parts (Doom). If games were linked to violence, then the release of more violent games should have increased to crime rate of adolescents, for young people are more likely apply what they see to their own lives. However, crime rates have only decreased ever since the 90s. Violent crimes arrest rates were at their highest in the United States of America in the year of 1994 with 497.4 arrests out of every one hundred thousand people (National Center for Juvenile Justice). In the year of 2012, the rate at which arrests resulted from violent crimes has decreased drastically (National Center for Juvenile Justice). From 497.4 arrests out of every hundred thousand people, the rate has become 182.4 arrests out of every one hundred thousand people (National Center for Juvenile Justice). If the arrest rate for violent crimes has become halved in less than ten years, how is the link between games and aggression true? One could say that there are many more factors that are the reasons why violent crime rises and drop for adolescents, so these reports to do not properly portray the number of crimes caused by video games. This is correct, but one could also say that there are many factors that contributed to the events that transpired at Columbine High School. Looking through only a particular section of a novel does not tell a reader the whole story. A mentally healthy individual is able to differentiate fictional characters in games from people. The demons in Doom demonstrate are composed of a few lines of code and a two-dimensional sprite. On the other hand, humans have emotions, families, and the One can easily see that these non-playable characters are not human, so comparing the two is absurd. Therefore, computer games are completely at fault for encouraging Eric Harris and Dylan Klebold to bring firearms to their school in Littleton, Colorado, open fire at their former peers, and take their own lives (Korach). Harris and Klebold’s desire to act as they did was not caused by viewing pixelated gore. Dr. Vic Strasburger, a “professor of pediatrics emeritus at the University of New Mexico School of Medicine,” has assisted “several school shooters” and believes there are four factors that apply to her patients (Giovanni, 2015).  The people Strasburger has talked to have experienced bullying, lived with mental illnesses, socially isolated themselves, and played mature video games (Giovanni, 2015). Social isolation reduces the opportunities to have an emotional connection with others. Bullying creates malicious feelings towards oppressors and bystanders. Mental issues form a gray area between the realms of reality and fantasy. In turn, those with the other three factors see the actions performed in video games and imitate them. Video games are partially at fault when the other components described are in play, but any other form of media can takes it place. This is why age rating exist. By labeling which audiences a form of media is appropriate for, parents or guardians stop their children from viewing content that has the potential to negatively shape their decision making later in life. Age ratings are not perfect though because an adult can easily buy mature media for a minor. Nevertheless, parents should check in on their kids to ensure the integrity of their mental health. By directly addressing the problems adolescents are experiencing instead of utilizing video games as a scapegoats, potential criminals can be guided towards a more fulfilling future. Since the correlation between interactive entertainment and aggressive behavior has been to be false for most circumstances, the benefits of gaming for its user can be discussed. Managing money is a difficult endeavor for consumers of all ages. The world is filled with companies trying to sell products, and at times, it is difficult for one to not give into immediate satisfaction. Video games can help a player improve their financial skills and not give into temptation. Many role-playing games “have a currency system” that limits what people can buy for their character at the start of the game (Allen, 2017). To successfully finish most of these games, better weapons and armor are needed, so players must “save money over time” by completing missions or killing monsters (Allen, 2017). Similar to the real world, there are a vast assortment of items that are available. A potion that temporarily increases the player’s attack power can be useful since it makes slaying enemies for in-game currency much quicker, but buying these items require money. To determine if in-game currency should be used on these items, one can calculate the rate at which they make money before and after consuming the potion. If the player makes enough money after using the potion to make up for the item’s cost, then their investment was worth it and brought them closer to buying a new piece of equipment. In both video games and real life, one must think critically about where they invest their money “in order to profit” (McCaffrey, 2014). With one wrong move both time and money will be lost. Of course, video games do not punish people as much as the real world does when a mistake is made. Thus, role-playing games can be used to teach people how to “invest for long term gains” that can be saved up to retire or buy a new house (Davies, 2017). Video games are not usually seen as a good hobby for people in school to partake in. However, the implications it can have on students with mental disorders. Normally, treatment for those with dyslexia “demand high levels of resources,” but by using interactive entertainment, the need for these means may soon be over. In a study published in 2013, it was discovered that by having children play Rayman Raving Rabbids, an action game, for 80 minutes a day for nine days, “the reading abilities of children with dyslexia” has increased immensely thanks to the their advancement in attention skills (Franceschini, Gori, Ruffino, Viola, Molteni,  & Facoetti, 2013). In fact, it has been said that the improvements the minors went through were “more than or equal to highly demanding traditional reading” therapy (Franceschini et al., 2013). Rayman Raving Rabbids, a game said to contain “Cartoon Violence,” has the ability to help students keep up with their peers even though they have a mental disorder. If a video game were to be developed specifically for educating dyslexic children, then schools may no longer need to rely upon demanding forms of treatment. Another study has discussed how games can assist those with a few other mental disabilities. After having test participants play Super Mario for “at least 30?min per day” over the span of two months, increases gray matter were seen in the “right hippocampal formation,” the “right dorsolateral prefrontal cortex,” and the “bilateral cerebellum” (Kühn, Gleich, Lorenz, Lindenberger, & Gallinat, 2013). As a result of the increases in gray matter, several functions of the brain have been improved: “spatial navigation, strategic planning, working memory and motor performance” (Kühn et al., 2013). Later on, the study concludes that the increases in gray matter caused by playing Super Mario can help fight against disorders such as “post-traumatic stress disorder, schizophrenia and neurodegenerative disease” (Kühn et al., 2013). Even though it is rare, all three of these disorders can be present in adolescents. With the help of games that are as mentally stimulating as the one in the tested in this study, students will potentially have the opportunity to do well in school if their conditions previously inhibited their abilities. Students without any problems can also benefit from this. With improved memory, studying and taking tests will become less cumbersome. Being better at strategic planning helps to figure out how to complete projects or research. Accurate motor skills make handwriting look neater and take up less time. In general, academic performance shall be improved if someone casually plays video games for at least half an hour a day.Teamwork is a skill that many schools encourage, and multiplayer games are a way for people to learn how to work with others. One thing that may stop students from forming a team is a lack of knowledge about their fellow classmates. They can only make assumptions about their peers and those assumptions may cause students to stay away from people who they could become good friends with. An experiment done by Brock University, a school in Canada, had undergrads play Call of Duty: Black Ops in a team-based zombie survival mode to see how “their attitudes towards” people they do not know will change after the study (Co-operative modes in video-games, 2014). Students were placed in separate rooms and were either told that they were playing with another student from Brock University or a student from the University of Buffalo in America (Co-operative modes in video-games, 2014). In reality, all the students were from Brock University. After the study was over, those who believed they played with Americans had “significantly more favorable” feelings towards their southern neighbors (Co-operative modes in video-games, 2014). Playing video games caused the participants in the study to view people from another in a more positive light. The stereotypes that portray Americans as trigger-happy and wasteful were not able to prevent the students from bonding with people they thought were from the United States. If classrooms were to host team-based games as a way to have students bond with each other, then racial prejudices present at some schools could be set aside. This way, people with different backgrounds and mindsets will be more likely to work together and create something astounding. The assumption that there is a correlation between video games and violence is mostly untrue. There are many other factors that caused certain individuals to harm others. However, this does not mean viewing mature media is appropriate for minors. Something a mentally ill person sees on a television or in a video game may trigger them to perform actions most people would deem unthinkable. Other than this, interactive entertainment has the potential to improve the lives of those still learning about the world. When used with proper moderation, video games can result in adolescents creating good financial habits, becoming more proficient in school, and learning to overcome disabilities that previously limited their true potential.