1. “videogame fanatics are like cocaine addicts who get an
instant rush from an electronic fix” (quoted in Newman
2001, 62-63).

2. AIMS
 By the end of the session students should be
able to:
 Recall media effects theories
 Demonstrate understanding of audience

3. Audience

4. BBFC Audience Research 2006
 Research to improve understanding of what
players enjoy about video games, and to
explain their preferences for particular games
 Conducted in September and October 2006

5. Overall Findings:
 The BBFC discovered that younger gamers
are influenced to play titles such as Grand
Theft Auto and Manhunt by peer pressure –
and that negative press coverage of violent
titles significantly increased their uptake.
 However, the firm noted that younger players
often find violence in games upsetting –
particularly when they play games rated for
adults.

6. BBFC: Research into audiences and
games
 Findings:
 female games players tend to prefer ‘strategic life
simulation’ games like The Sims and puzzle games
 male players favour first ‘person shooter’ and
sports games and are much more likely to become
deeply absorbed in the play
 There is also concern that in some games
wickedness prevails over innocence
 The quality of graphics attracts comment and good
graphics clearly contribute importantly to gamers’
enjoyment

7. BBFC: Research into audiences and
games
 As graphics have improved, wounds and
suffering have become more real looking,
along with weapons and scenery.
 Some gamers seem to feel a bit sheepish,
looking back, at the amount of time they
have spent playing. The sense of
achievement games deliver is often fleeting.

8. BBFC: Research into audiences and
games
 Which console do gamers prefer?
 main differentiator appears to be the quality of
the graphics
 PCs and the Xbox 360 are preferred by those who
want to play games with others over the internet
 The Nintendo Wii control is said to be modelled on
a TV remote in the hope that this familiarity will
make it easier to master and thereby make
gaming more accessible to older audiences.

9. BBFC: Research into audiences and
games
 Why do people play games?
 Escape from reality
 Sense of achievement
 Gamers claim it is mentally stimulating
 Gamers are aware that the violence in the game
does not reflect real life.

10. Impact of Videogames on
Education and Health
 Some games receive ‘negative press’ or
create a ‘moral panic’.
 When looking for someone to blame for
social problems among young people,
videogames provide an easy scapegoat.
 Videogames can be blamed for:
 Falling levels of literacy
 Obesity
 Anti social behaviour and violence.

11. Shocking headlines

12. Videogame violence
 Videogames have been blamed as one of the
causes of terrible gun crimes like the shooting
that took place at the Columbine School in
the US in 1999. Eric Harris and Dylan Klebold,
both pupils at the school, killed 13 people and
wounded 23 others before using the guns on
themselves.

13. Example: The Godfather game
 The player in order to progress must
coerce, corrupt and bully to gain
‘respect’.
 The player needs to develop skills in
working out whether violence is
required or not.
 The graphic violence contained in the
game is a means to an end and thus
legitimised to some extent.
 But is the player likely to act more
violent in the real world after playing
the game?

14. McDougall and Duncan (2008)
 Conducted research into what games primary
school students played.
 They said
 Mortal Kombat (18)
 STA: San Andreas (18)
 Harry Potter (3+)
 Simpsons (7+)
 Resident Evil 4 (16)

15. Research continued…
 16/18 rated games were owned by older
siblings
 There is still evidence that the classification
system is ineffective in gatekeeping access
to such games.

16. Videogames and media effects
theory
 Desensitisation – the more we are exposed
the less shocked we are.
 Copycat theory – people copy what they see
(James Bulger murder, Columbine killings)
 Uses and Gratifications theory – how do
audiences use the game for their needs
 Ethnography – how audience members are
situated before and by texts.

17. Theory
 A lot of theory is based on studies of young
children and teenagers.
 Most gamers are NOT teenage boys.
 Is the immersion of the game passive or active?
 If passive then this is suggested that this could
cause ‘harm’.

19. Junk Culture?
 The idea that children are being fed a ‘diet of
junk media’
 ‘Behaviours such as videogame use compete
for time otherwise spent on physical activity.’
(Mota et al, 2008)
 Players may become
immersed/engrossed/’addicted’ to the game
and spend too much time doing this one
activity.

21. Gaming and Literacy
 By playing too many games our time is being
taken away from ‘traditional forms’ of
literacy.
 Texting, social networking and game playing
are classed as ‘illegitimate’ forms of textual
practice.
 Students may struggle with the written word.
 Some argue visual literacy is equally
important as the printed word (multimodal
literacy)

22. Tanya Byron Report
 Published a report in 2008
 The review was to look at the needs of
children and young people.
 “My research showed that it is very difficult to tell
what effect playing certain video games may have on
children. There is some research that suggests violent
games may make some children feel more aggressive
in the short-term, but there is no proof that these
effects last a long time or make violent adults.” Tanys
Byron

23. Tanya Byron Report
 Recommendations:
 Just one set of classification symbols for video
games in the UK.
 Advertising and video games businesses should
work together to make sure adverts for games
(posters, television, online etc.) do not include
material that may not be suitable, and that they are
not aimed at those to young to play the game being
advertised.
 game consoles should have good, clear safety
information set out for parents

24. Classification: BBFC
 “Most games in the UK are classified under a pan-
European voluntary system, but those with adult content
are required to come to us. We take this part of our
responsibilities under the Video Recordings Act very
seriously. Our examiners actually play the games for up
to five hours, assessing all levels of the games and
considering all the key issues. Players and the parents of
young players can be sure that all aspects of the game
have been taken into account before reaching a
classification. We require key issues to be flagged and
aids such as cheat codes to be supplied to us. We take
context into account, and examine works in a way which
is as thorough and penetrating as anywhere in the world”

25. Lost reality?
 What effect do games such as ‘Second Life’
and ‘The Sims’ have on our human identity?

26. Healthy experience
 Some games are promoted to improve your
health.
 Brain training and sight training
 Physical sports games (Wii Sports,
Snowboarding etc)
 ‘edutainment’ games

27. Long Road Media
 Longroadmedia.com
 BBC report into gaming habits – see link
 GTA Info
 Key terms

28. Case study
 Consider the issues raised and discussed.
 How do these impact upon your game?
 How does your chosen game address the
negative publicity which video games
receives?