Conventional wisdom recommendsthat∙ timespent∙ playingcomputer games∙ ∙is time∙ wasted. Acommon∙ perception ∙is so as to∙ few ∙computer games∙ exercise∙any headand, ∙if there is∙ any ∙physical activity∙ involved, it's ∙usually any∙ occasional wave ∙of a∙ controller moderatelymore enjoyable then∙ ∙anything to∙ ∙will work∙ up a sweat. And shouldn't young children be outside playing, ∙slightly than∙ ∙sitting in front of∙ ∙yet anotherscreen?
∙Not so∙ fast, say many parental expertsand experts. ∙Studies have∙ consistently shown so as tooften the∙ ∙benefits of∙ ∙video files video gaming∙ can far outweigh often the perceived negatives. Although ∙video game playing∙ ∙should certainly∙ be supervised, ∙there are∙ ∙good reasons∙ ∙why you should∙ ∙let your∙ teenagersspend ∙a few hours∙ ∙a week∙ building cities or battling aliens. Here's why:
1. Video gaming teach ∙problem solving∙. ∙Online games∙ get teenagers ∙to think∙. ∙There are∙ ∙dozens of∙ ∙video games∙ ∙to are∙ specifically ∙geared towards∙ learning, but ∙even a∙ ∙most basic∙ shooter game experienceteaches kids ∙to think∙ logically ∙and quickly∙ process ∙large amounts∙ ∙of data∙. ∙relatively more enjoyable thenpassively absorbing content from, say, a ∙TV show∙, ∙a videosentertainment ∙requires often the∙ player's constant input ∙to tell∙ ∙any story∙.
2. ∙Video games∙ are collective. Often the stereotype ∙of any∙ pasty-faced adolescent ∙sitting in∙ his mom's basement ∙gaming online games∙ ∙on his own∙ ∙is as∙ outdated as Space Invaders. Many online gameshave thriving ∙online and offline∙ fan-bases, ∙and a∙ community ∙component that∙ strongly encourages communityinteraction.
3. ∙Video gaming∙ provide positive reinforcement. Most ∙video games∙ ∙are designed to∙ allow gamers ∙to succeed∙ ∙and be∙ rewarded ∙for to∙ success. Different ∙skill levels∙ ∙and a∙ risk-and-reward gamingculture ∙mean that∙ ∙youth are∙ ∙not afraid∙ to fail ∙and will∙ ∙take a∙ few chances ∙in order to gettheir ultimate destination.
4. ∙Online games∙ teach strategic thinking. ∙Computer games∙ teach children ∙to think∙ objectively about ∙both this∙ games themselves ∙and their∙ own performance. While ∙there are many∙ games to ∙place a∙ premium on game plan, most set ∙an overall∙ desire∙and give∙ ∙a gamer∙ numerous ∙ways in which∙ ∙he or she can∙ ∙accomplish to∙ destination. Participants∙also get∙ instant feedback ∙on their∙ decisions ∙and quickly∙ learn∙their own∙ ∙strengths and weaknesses∙.