Introduction Virtual Reality of Video Games
The virtual reality of video games transports players into immersive digital realms, offering an unprecedented level of engagement where individuals can interact with dynamic environments and characters, blurring the line between fiction and reality. Published in The Atlantic, the article “Can Video Games Teach Us How to Succeed in the Real World?” by Lane Wallace explores the impact of video games on individuals’ careers. In the opening of the article, Lane Wallace notes that video game sales double during holidays, leading to increased engagement from more people. He underscores the growing number of individuals dedicating extended periods to playing games, exemplifying this with the case of teenagers. Wallace mentions a 20-year-old man who has accumulated “an average of 10,000 hours playing video games” (Wallace) – a concerning statistic.
Wallace raises questions about the potential role of video games in capturing attention, energy focus, and fostering addiction, particularly among young men. Quoting John Tierney, he emphasizes the appeal of video games lies in instant feedback and constant encouragement. Adding insights from Dr. Paul, Wallace suggests that children’s addiction may be linked to the rewards they receive. He draws parallels between game playing and rats, where unpredictable rewards make them more addictive, suggesting a resemblance in behavior between humans and rodents.
Citing an article from The New York Times Magazine, Wallace highlights a school where video games are incorporated into teaching various educational skills. However, he contends that this approach may not be logical in real-life experiences due to certain differences. Wallace argues that while games operate on a single level, life is multidimensional, multitasking, and immensely complex. He notes that video games are linear, offering several chances to fail and then succeed, whereas life does not always follow this pattern. In the context of jobs, Wallace asserts that the “trying again” approach seen in video games is not realistic. Additionally, he posits that real-life rewards hold greater significance than virtual rewards earned through video games.
Position about Virtual Reality of Video Games
Regarding my stance on the matter, I concur with Mr. Wallace’s position articulated in his article on video games. His use of credible sources adds weight to his arguments, and the evidence presented is hard to dispute. The assertion that video games hold appeal due to instant feedback is accurate, especially considering how even adults can be drawn in by this aspect. The acknowledgment of virtual rewards and motivation in these games is also valid, despite their proven efficacy in teaching language and math skills.
However, I align with Wallace’s perspective that, while video games may have educational benefits, they fall short in preparing individuals for real-life situations. The distinction between the virtual and real world, as skillfully outlined by Wallace, is more significant than we might perceive. In the virtual realm of games, multiple trial-and-error options exist, allowing for failures to transform into successes almost instantly. This abundance of “try-try-again” opportunities contrasts sharply with the real world, where some situations offer no second chances, and failure is irrevocable. Wallace aptly emphasizes that this distinction extends beyond mere enjoyment; it also reflects a fundamental disparity in the linear and realistic aspects of the virtual and real world.
First Argument about Virtual Reality of Video Games
In his initial argument, Wallace concludes that the world of video games is characterized by sheer enjoyment, devoid of the dull, unpleasant, and monotonous tasks found in the real world. To illustrate this point, he contrasts the potential enjoyment of toilet cleaning in video games with the decidedly unpleasurable reality of the task. This argument aligns with Christian de Looper’s perspective, as presented in her article “Why Video Games May Play Big Role in Education,” published on Tech Times. Quoting Dr. Sandra, Looper emphasizes the educational benefits of video games, which, as Wallace previously pointed out, promote focused energy, concentration, and attention (Looper). These qualities are often lacking in other areas of life where such enjoyable experiences are not readily available. Therefore, Wallace’s assertion that the world of video game fun stands in stark contrast to the dull and drab reality is well-founded, and his statement that “Life is not always fun” (Wallace) is indeed accurate.
Second Argument about Virtual Reality of Video Games
His second supporting point emphasizes the linearity of video games. Wallace argues that, despite the potential difficulty of some games, they are played in a straightforward manner. In other words, players move from one task to the next, completing each one before progressing to the subsequent challenge. In contrast, life does not operate in such a linear fashion. Wallace contends that life is “multi-dimensional, multi-task, and, in most cases, hugely complex” (Wallace). While video games present problems in a segmented fashion, real-life problems are inherently complex and lack the structured nature of video game tasks.
The virtual world’s problems, as Wallace asserts, do not carry the weight of real-life complexities, fostering a sense of detachment and reduced worry. However, the problems encountered in real life are intricate and do not offer the luxury of immediate feedback or the possibility of a do-over. Unlike the linear world of video games, where failure is commonplace and part of the learning process, the real world sometimes provides no room for failure.
Third Argument in about Virtual Reality of Video Games
His third argument, asserting the dominance of the world of reality, carries substantial weight. The distinction lies in the fact that the world of games is entirely separate from the world of reality; it constitutes a virtual reality. In the real world where we live and sustain ourselves, we encounter genuine dangers, risks, and hazards, prompting us to take measures for our safety. In contrast, the realm of virtual reality lacks these real-life challenges, offering rewards without corresponding risks or dangers. Wallace contends that “no virtual reward is as well as those that come from real experience” (Wallace).
While video games may be utilized for motivation and other purposes, their success within the virtual world doesn’t necessarily validate their effectiveness in real-life scenarios. The world of games significantly differs from the tangible reality surrounding us, and simply engaging with tunes and screens does not expedite or simplify the learning process. Such motivational tactics are often short-lived and may not prove to be enduring or effective. Wallace’s underlying message is that real-life tasks should be approached with the seriousness they deserve, as treating them like games can lead to misplaced motivation, an observation echoed by Life Coach Russell Hemmings (Hemmings). The use of video games, according to Hemmings, is exacerbating this widening difference between the virtual and real world.
Conclusion: First Argument about Virtual Reality of Video Games
In short, Wallace articulates the argument that while video games have given rise to a new realm of virtual reality, they fall short in imparting essential life skills or enhancing survival capabilities in the challenging real-world landscape of competition. The fundamental distinction between the virtual and real worlds lies in the fact that reality is not always enjoyable, lacks a singular dimension or direction, and offers no easy solutions, nor does it present a “try-try-again” scenario. The real world is complex, fast-paced, narrow, and often offers single-option paths. Unlike video games, where success can be achieved through trial and error, such success is not readily available in the real world.
While some video games designed for educational purposes have demonstrated utility and benefits, it’s primarily due to the engaging and enjoyable aspects of their usage. However, the real world presents serious challenges that cannot be approached with mere fun and frolic. Thus, Wallace’s assertion regarding the limitations of video games and their virtual reality in equipping individuals for success in the real world carries considerable merit.
Works Cited: Virtual Reality of Video Games
- Christian de Looper. “Why Video Games May Play Big Role in Education.” Tech Times. Tech Times. 22 Dec. 2014. Web. 23 Feb. 2023.
- Hemmings, Russel. “Real vs virtual world.” Gulf News. Gulf News. 15 Feb. 2014. Web. 22 Feb. 2023.
- Wallace, Lane. “Can Video Games Teach Us How to Succeed in the Real World?” The Atlantic. The Atlantic. 15 Dec. 2010. 23 Feb. 2023.
Relevant Questions about Virtual Reality of Video Games
- How does the immersion provided by the Virtual Reality of Video Games impact the player’s perception of reality, and what psychological effects might this have on individuals?
- In what ways can the Virtual Reality of Video Games contribute to both positive and negative aspects of social interaction, considering factors such as social isolation, community building, and the potential for immersive collaborative experiences?
- How does the ethical dimension of the Virtual Reality of Video Games come into play, particularly in terms of content creation, representation, and the potential desensitization to certain actions or behaviors?
