Video Games: The Health Benefits Of Videogames

Video Games Video game is another one of the greatest, or not, products of technology that is highly emerging today. Because of its highly entertaining features, challenging mechanics and interactive activity, many are easily hooked in it. There are over one point eight billion of people who play video games and/or other type games (computer, console, online, applications, etc.) around the world (Statista, 2015). Those people who play games are referred to as “gamers.” Among the one point eight billion gamers, one hundred fifty-five million are Americans and four out of five U.S. households own a gaming device. Forty-two percent of the one hundred fifty-five million Americans play video games regularly, around five to seven hours per week.

Researches claimed that coordination and spatial cognition, critical thinking, teamwork and creativity are enhanced when playing video games like Tetris, puzzle games, and such (Anderson & Warburton, 2012). With the release of Wii and arcade games like Dance Dance Revolution and Just dance, the idea that video games are not good for the health was negated. They are called exergames or interactive games that required body movements which promote exercise that contribute to the physical fitness (Prot, Anderson, Gentile, Brown, & Swing, 2014). There are also games meant for teaching and learning. They are called educational games which target specific field or learning and are also used in higher education and are called simulation/simulator games. Educational games are effective, especially for the children because they catch their attention and motivate them. “Seventy-four percent of K-8 teachers use digital games in classroom and fifty-six percent of parents say video games affects their children in a positive way” (Lofgren, 2015). Bringing out good results from video game depends with the right selection of game and how the games are

It has been stated that there are many factors that need be considered before implementation of game-based learning. Factors Include computer specifications needed to run the game, bandwidth usage of the games needed for it to run, early knowledge of the subject matter and the video game to be played, past experiences with other related game genres, and the availability of the game to be used as a learning task. Video games can be used to teach students on two bases: in-class task or activity wherein the teacher may asses the student’s skill and basic knowledge on the spot, or distant education wherein the teacher may asses the creativity and productivity of the student’s output. A study conducted at the University of the Philippines Open University (UPOU) showed that out of eighty eight (88) students, twenty four (24) have incompatible computer specifications to run the required video game for the learning task (Librero, 2013). Most studies are done in urban areas and there are still some without the computer software to play specific games for GBL. This doesn’t account for the rural areas where technology doesn’t flourish that quickly. Deficiency of computer technology could be one of the main hindrances in terms of