1. Introduction
2. Negative consequences of video and computer games on children
3. Implications of video and computer games in education
4. Recommendations for implication of video games in education
5. Conclusion
6. Bibliography

Introduction
Nowadays the development of technologies is so rapid that it involves all layers of society, regardless their social status, economic position, educational level, or age. As a result the education of children, their psychological, physical and moral development are in the focus of attention and one of a very significant factor that influences their development are video and computer games.
At the same time the impact of video and computer games is still obscure and there is no common view on their effect on children. Traditionally both positive and negative effects may be found in the researches dedicated to this problem. On the one hand, there is a strong belief that video and computer games, or at least some of them, can be dangerous for children’s development because such games contribute to their anti-social behaviour.


On the other hand, there are evident advantages video and computer games provide for children and one of the main domain they may be used in is education, which nowadays tends to catch up the gap between its conventional methodology and implementation of sophisticated technological tools in the process of education and the games are one of such tools.
This is why it is very important to trace what the effects, both positive and negative, of video and computer games on children are and how they can be applied in educational purposes.

Negative impact of video and computer games on children
On the other hand, video and computer games are often criticised as being harmful and even dangerous for children causing different problems from purely psychologically to physical ones. In fact the filed of video and computer games and their negative impact on children is not sufficiently researched but still it is evident that there are some dangerous aspects of playing such games.
Firstly, social and emotional well-being may also suffer from playing video and computer games. It is not a secret that violent games provoke aggression and antisocial behaviour of children. As Ballard and Weist (1996) indicate that playing a violante game, such as Mortal Kombat results in psychological arousal and increased aggression. Moreover, aggression provoked and stimulated by violated games may be only one of possible negative consequences. Violent video and computer games, promoting violence, may lead to such negative consequences as desensitisation to violence, disinhibition of violence, a strong believe in a ‘scary world’, acquisition of cognitive schemas supportive of aggression. Naturally, aggression caused by violent video and computer games leads to antisocial behaviour of children and their poor emotional state.
Furthermore, physical health of children is really in great danger because a growing number of children are spending more and more time playing video and computer games. As a result, the risk of health problems increases dramatically because children playing video and computer games are involved in sedentary activities that may lead to such illnesses as obesity which acquires epidemic characters nowadays in the US. At this respect, it is quite disturbing that “the ‘average’ American child spends over six hours a day in front of a screen of some kind, be it a television, movie, video game, or computer screen” (Roberts et al 1999, p.274). Consequently, children spent less time playing active games or practicing some sport that would naturally improve their health.
Unfortunately, obesity is not the only danger children face playing video and computer games. Notably, a number of studies have documented that “playing video games may trigger epileptic seizures in some children” (Badinand-Hubert et al 1999, p. 424). Consequently, video and computer games can stimulate the progress of certain diseases.
Finally, a number of studies reveal a negative correlation between amount of time spent playing video and computer games and school performance. But it should be pointed out that such a trend is observed among children that are ‘heavy player’, i.e. children who spent a lot of time playing video and computer games. Consequently, it is quite natural that children who play more have less time to improve their academic level. Moreover, children who have problems in school are less inclined to do homework, and instead they are more inclined to spend time participating in something they are successful in, for instance, video and computer games.
Implications of video and computer games in education
Speaking about video and computer games, it is necessary to point out that nowadays children start to play them at a very young age and, consequently, their impacts is more significant than probably ever before. In fact some specialists indicate that “it is not unusual for children as young as three to have had some limited experience playing computer games” (Roberts et al 1998, p.263). It is only one way video and computer games may be useful for children and which reveal a great educational potential of the games.
Actually, this fact may be assessed as rather positive because due to video and computer games children are introduced to computer technologies at a very young age that open really great horizons before them. It is obvious that playing video and computer games children acquire essential experience that is very useful in their life. The games may help children foster a good level with computers, computer interfaces, and input and output devices. As a result they learn a lot of new things, for instance, they learn such terms as ‘point’ or ‘click’, etc.
Moreover, along some basic knowledge of computer technologies children acquire much larger knowledge they used to in the past without access to video and computer games. For instance, specialists argue that video and computer games are “the training wheels for the computer literacy” (Subrahmanyam et al 2000, p.138). However, in actuality, video and computer games also provide children with skills that are beyond traditional literacy skills, such as iconic skill, i.e. image representation and manipulation. Also, video and computer games stimulate the development of such skills, which are similar to measured in nonverbal intelligence test. For instance, in addition to iconic there may be developed spatial and visual attention skills that are essential in playing video and computer games.
Another positive effect of video and computer games is their contribution to the socialisation of children, at least within the family because they can provide occasions for adults and children to play together. Obviously, through such communication children and their parents can better understand each other and the former get socialised.
At the same time, video and computer games are entertainment that can be an alternative to negative influence from the outside. In other words, it may be an alternative to a negative social surrounding of a child, for instance when peers are characterised by deviant or anti-social behaviour.
Finally, video and computer games contribute to a significant intellectual progress of children through the development of strategic thinking, creativity, analytical skills, etc. that are needed in some games. Consequently, children learn a variety of skills which they traditionally acquire later and often less successful while video and computer games stimulate children to develop the skills mentioned above because a game is natural activity for them, it makes them interested and highly motivated.
Recommendations for implication of video and computer games in education
Obviously, video and computer games produce a significant impact on children both positive and negative and it is extremely important to use them in education in order to maximize the positive effect of playing such games and minimize their negative impact.
Speaking about implementation of video and computer games in the system of education, it is necessary to underline that it may be done either in instructionist or constructionist way. The former implies the use of video and computer games which aim at children’s activity which is directly linked to their school curriculum while the latter suggests children to act relatively independent and such games develop their analyutical thinking imagination, creativity because children are making the rules in such games but not the contrary as in the case of instructionist approach.
Anyway, regardless the approach either instructionist or constructionist, it is also very important to take into consideration those who will implement video and computer games with educational purposes. First of all, it is necessary to start with teachers. It is teachers who should learn about both positive and negative effects of playing video and computer games. Naturally they can use a variety of games, which have been worked out, as educational tools, for instance Math Blaster, and others. At the same time video and computer games may be used in education non-directly for many games stimulate children’s strategic and analytical thinking, imagination, creativity, etc.
Furthermore, the role of parents is not less important. They also should know about the impact of video and computer games on their children and act correspondingly, i.e. they have to known what sorts of game are useful for their children at a concrete age and they have to help their children choose appropriate games that would stimulate their development and progress and would cause no harm. Unfortunately, as the research shows, “most parents do not know about, understand, or use the video game ratings to choose what games to allow their children to rent or buy” (Gentile and Walsh 2005, p.233). As a result, children play video and computer games without any restrictions or control from the part of their parents.
At the same time, it is very important that producers and distributors of video and computer games also take care about children and also either restricted the access of children to certain games that may be harmful for them, or limited the production of such games, and instead focused on the production and distribution of games that could be used in education or which could be educative by their main characteristics.
Another important thing educators should remember about is the fact that children should not be too involved in playing video and computer games that may have negative results in their academic activity. In other words, video and computer games even though they are used in education cannot substitute conventional educational tools absolutely and they should be used rather as motivators and stimuli for further learning.
The latter is very important because many children are enthralled by video and computer games. Moreover, there are a lot of games that produce positive impact on children through promotion of useful skills such as strategic thinking, problem solving, cooperation, etc. There are also many simulation games, such as Sim City that make children get used to real life situations and by playing such games they modulate their behaviour in the real life.
Conclusion
Thus, in conclusion, it is possible to say that video and computer games are very influential and they may produce both positive and negative impact on children. At the same time, it is necessary to admit that they possess a great power that can be and should be used in education in order to develop positive qualities of children. On the other hand, children should be prevented from negative impact of games, such as violent games, in order to avoid various problems. Anyway, the problem of the impact of video and computer games on children is not solved and there are still more questions than answers as for the impact of the games on children. This is why the further researches in this field are needed.
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