Video games


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Video games

  1. 1. video games rating based on Islamic values … also a part of children’s culture…
  2. 2. Saeed Rashed Alrashedi <ul><li>PRESENTED BY </li></ul>
  3. 3. Mr. Ibrahim <ul><li>Supervised by </li></ul>
  4. 4. MEANING AND ITS EVOLUTION <ul><li>Evolution from the simple computer graphics and game play of early titles like SPACEWAR! </li></ul><ul><li>PC games are developed by game developers and specialists like game artists </li></ul><ul><li>It often require specialized hardware to play the games such as Internet connection to play online or a specific generation of graphics processing units </li></ul><ul><li>Computer games were first developed in the year 1960 </li></ul>Spacewar! , developed for the PDP-1 in 1961, is often credited as being the first ever computer game. The game consisted of two player-controlled spaceships maneuvering around a central star, each attempting to destroy the other.
  5. 5. Development and usage <ul><li>These games have become increasingly popular in the past 20 to 25 years. </li></ul><ul><li>computer games became a matter-of-course in the everyday life of young people. </li></ul><ul><li>schools have begun to use computers and teach pupils computer skills </li></ul><ul><li>Teaching children and young people things like violent behavior </li></ul>
  6. 6. <ul><li>Parents and teachers, usually want children to use a computer for more than playing computer games. </li></ul><ul><li>Boys play more often and more regularly than girls. </li></ul><ul><li>The favorite games of the boys were action and fighting games. </li></ul><ul><li>The favorite games of the girls, were platform games and think or puzzle games </li></ul>The use of video and computer games
  7. 7. Computer games and other leisure activities <ul><li>computer games have begun to substitute other leisure time activities. </li></ul><ul><li>Computer games do play an important role in situations when children are bored. </li></ul>
  8. 8. Game classification <ul><li>ratings are designed to provide concise and impartial information about the content in computer and video games so consumers, especially parents, can make an informed purchase decision. </li></ul><ul><li>rating symbols suggest age appropriateness for the game. </li></ul><ul><li>content descriptors indicate elements in a game that may have triggered a particular rating </li></ul>
  9. 9. Samples of rating video games
  10. 10. video games are rated on Islamic values <ul><li>ESRA and Dubai World EXPO with Index holding and also Iran National Foundation they companied to do this thing to some of Islamic country's </li></ul>
  11. 11. how popular different categories of games are <ul><li>Fantasy violence - 32% </li></ul><ul><li>Sport - 29% </li></ul><ul><li>General Entertainment - 20% </li></ul><ul><li>Human Violence - 17% </li></ul><ul><li>Educational Games - 2% </li></ul>
  12. 12. Positive or negative effects <ul><li>Negative effects : promote aggressive behaviour (Provenzo, 1991) and gender stereotyping (Bryce & Rutter, 2002); addictive (Griffiths & Hunt, 1998) </li></ul><ul><li>Positive effects : highly engaging; support perceptual and cognitive skills (Green and Bavelier, 2006); games support learning, behaviour change, social outcomes </li></ul>
  13. 13. COMPANIES DEVELOPING COMPUTER GAMES <ul><li>Sega </li></ul><ul><li>Capcom </li></ul><ul><li>Snk </li></ul><ul><li>EA Games </li></ul><ul><li>NAMCO </li></ul><ul><li>SQUARE ENIX </li></ul><ul><li>Nintendo </li></ul><ul><li>Konami </li></ul><ul><li>UBISOFT </li></ul><ul><li>ATARI </li></ul><ul><li>Activision </li></ul><ul><li>Infogrames </li></ul><ul><li>SONY </li></ul><ul><li>MICROSOFT </li></ul>
  14. 14. Conclusions <ul><li>Playing computer games leads to diverse outcomes and impacts. </li></ul><ul><li>Useful to develop an organising framework to describe outcomes and impacts. </li></ul><ul><li>Some of the strongest evidence of the impact of games is in the area of “unintentional” outcomes. </li></ul><ul><li>Many of the features which make games engaging also support effective learning. </li></ul>
  15. 15. Sources and references <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>