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Article
Causes and Effects of Online Komunitas: International Journal of
Indonesian Society and Culture
9(2) (2017): 191-202
Video Game Playing among DOI:10.15294/komunitas.v9i2.9565
© 2017 Semarang State University, Indonesia
p-ISSN 2086 - 5465 | e-ISSN 2460-7320
Junior-Senior High School http://journal.unnes.ac.id/nju/index.php/komunitas
Students in Malang East Java UNNES JOURNALS
I Dewa Putu Eskasasnanda1
1
Social Studies Department, Universitas Negeri Malang, Indonesia
Received: July 2016; Accepted: August 2016; Published: September 2017
Abstract
Science and technology development causes a lot of changes in any fields including the form of popular
games among the Junior and Senior High School students in Indonesia. The traditional games that are
famous formerly have been replaced by the modern games like online video game. This article discusses
the cause and effect of the online video game playing on the Junior and Senior High Schools students in
Malang. This study reveal that students play video games online due to peers pressure; and online video
games are liked because they are considered more modern, practical, realistic and varied. Initially, students
play online video games to relieve the fatigue due to studying at school, but subsequently, they are becoming
addicted, and reach a condition that they find it difficult to stop playing games. This condition will directly
affect their achievement in school.
Keywords
online video games; cause; effect
INTRODUCTION imitate mother cleaning the house, she also
Playing is very important especially for learns the role of becoming a housewife. Boy
young people because it can prepare their who roams in the river looking for fish, he
future. According to the Anthropological actually also learn to recognize beneficial or
study done by Gosso, play is way for human harmful flora and fauna in the nature. Play-
to learn their world and culture. Through ing game in a group also make children awa-
re about their physical strenghth, capability,
playing, children do not learn only futu- superiority, seniority, cooperation benefit,
re adult skill but also gender identification leadership skills and sympathy-empathy.
courage, trust among friend and cooperati- Playing game also important in
on (Gosso 2005). Groos and Piaget say that children physical fitness and creativi-
humans use play to prepare their adult life ty. Traditional game that based on physical
(Groos 1908; Piaget & Inhelder 1969). Hall activity is important to develop children
also say that play is used by humans to iden-
tify their world. Through play human inte- Corresponding author
racts with their physical and social world Perumahan Joyogrand Blok LL-8 Merjosari Lowok-
to establish their mentality (Hall 1916). For waru Kota Malang, Indonesia
Email
example, when girls playing with a broom to dewa.putu.eskasasnanda.fis@um.ac.id
Komunitas: International Journal of Indonesian Society and Culture 9 (2) (2017): 191-202 192
muscle. Since traditional games usually uti- images on a video display or television sc-
lizing handmade equipment, it can develop reen”. Online video games are popular among
children brain creativity. A wooden stick students and they are used them as a means
used to play hit the ball, banana stems and for them to be accepted by their peers. Peer
tires made into swimming buoys are some pressures according to Erikson have great
example of children’s creativity. impact on the life of an adolescence. Erik-
Online video games are now popular son said that in adolescence phase, person is
among children especially to junior-senior required to seek self-identity and indepen-
high school students in many town in Indo- dence (Erikson 1968). When they try to get
nesia. In Malang East Java, in the afternoon, free from all adult influence and protection,
after students getting back from school, they become closer and more dependent on
up to late night a lot of junior-senior high peer acceptance. Peer acceptance brings out
school students playing online video games pressure that in turn can make the adole-
in internet cafes (warnet). On Sundays or ot- cences vulnerable to youth behavioral prob-
her holidays, internet cafes are also usually lems (Allen et al. 2006; Van Rooij et al. 2011;
full of students who play online video game Porter et al. 2010).
and this situation sometime makes adult Another reason that makes onli-
customers difficult to rent a computer. The ne video games becoming popular among
popularity of online video games makes students is because these games are sophi-
students prefer to spend their time playing castedly designed to amaze and evoke the
online video game than doing outdoor ac- players’ curiousity. To amaze the players, vi-
tivities. This makes city parks and football deo games usually presents attractive game
fields becoming quite, vacant and deserted. plays, realistic images and sounds. Virtual
Closely related with this phenome- worlds in video games are created by inspi-
non, a study on the cause and effect of onli- ration of real life location. This is inten-
ne video game consumption among student ded to provide sensation as if the player is
is urgent to carry out . This is due to the an- visiting a real site location so they are not
xiety of many parties concerning the online easy to get bored and the games also make
video games impacts in decreasing student players becoming familiar and easy to me-
creativities, fitness and other forms of social morize the location.
skilsl. In online video games, all equipments, Bogost and Poremba also find that
rules and playforms are created by their cre- many video games are also popular because
ators. This make students feels don not need their storyline are based on actual events or
to be creative in playing the games. Online movie storylines. Some games even exploit
video games also cause their players was- documentary styles to add the authenticity.
ting or using up a lot of their time sitting in “The Matrix” movie, allied forces landing
front of the computer screens. This acitivity in Normady, and the assassination of John
could in turn make students loosing their Frank Kenedy (JFK) are used by video game
physical fitness and social skill because they creators to make the player enable to imagi-
will never notice their physical and social ne becoming the main character of the film
surroundings. The condition will eventually or feel that they have a central role in an im-
bring various fatal effects for their physical portant world event. Movie storylines and
and mental developments (Van Rooij et al. real events are also proposed to familiarize
2011; Mehroof & Griffiths 2010; Przybylski et players with the goal of the mission (Bogost
al. 2010). & Poremba 2008).
On his the study about racing video
ONLINE VIDEO GAME games, Berger says that the actual based
race track is getting more fans than imagi-
Video game according to Bogdanowicz et nary one. Even, imaginary race track are de-
als. (2010) , is defined as “ an electronic or sign to create fair race and spectacular, ac-
computerized game played by manipulating tually authentic based race track gives more
UNNES JOURNALS
193 I Dewa Putu Eskasasnanda, Cause and Effect of Online Video Game Playing among Junior-Senior...
fun for the players. Berger said that this is ce of virtual equipment so high that players
due to the sensation of be a real race driver will be motivated to play more or exchange
and win the world championship. Playing their real life money into virtual coin to buy
in the imaginary track in contrast, makes equipment. Cain also states that the deci-
the players get bored and leave the game im- sion of the players to buy coins is not solely
mediately because the players felt it useless inteded for facilitating the game. They do
(Berger 2008). not hesitate to buy expensive virtual equip-
Video games are also enjoyed becau- ment because they can sell it back to other
se it is designed to entertain and amuse the players (Cain 2008).
players. Creators make video game storyli- Transaction of virtual equipment in
ne simple and easy to understand. This will online game create a chance for making mo-
make the players not easy to get frustated. ney in online game. Through this, it is not
Players use video games to get fun and and surprising that many players are willing to
escaping them from life pressures, As such, spend a lot of time to look for money. Stu-
they will leave the game if they find it too dents are even willing to be absent in class
complicated. or eventually drop out from school because
To maintain the reasonability of vi- they prefer playing online games. Coin and
deo game playing, creator also must balance virtual transactions in online video game
the challenges in the game. The game must make students think that it is better to play
not too hard or too easy to win. Players do game and get coins that can be sold rather
not like easy game because they feel useless than study in school but never making any
to play. However, if the game is too hard, money (Olson 2010; Kowert & Oldmeadow
player will get frustrated and they will lea- 2013)we must understand what motivates
ve the game. There are also some Strategies children to play electronic games and what
used to maintain players’ enthusiasm. One needs the games meet. Drawing on a sur-
of which is by giving game assistance. Assis- vey of 1,254 middle school children, focus
tance such as coin bonus or prize to buy new groups with boys and their parents, and fin-
weapons or vehicles is used by the creator dings from other quantitative and qualitati-
to help player completing the game missi- ve research, the author describes a variety of
on when they encounter difficulties. To keep motivations for video game play (including
the video game looks real, any assistance games with violent content.
in game must be built in disguised so the It is not only visualization, game play
players are unaware of it. By this sterategy, or economic system that makes online ga-
Klimnt et als. (2008) said completing one mes interesting. Marshall says online vi-
mission in video games can make someone deo games also enable players to play with
feel worth and proud. so they feel reaso- virtual bodies (character) that commonly
nable to continue playing the game. referred to “avatars” . In the online video
For most students, another pulling game, players are free to choose an ava-
factor of online video games is the economic tar depending on taste and experience they
system that operates in it. Cain shows that want to get, and image they want to show
many players are interested to play online vi- (Marshall 2008). In online video game an
deo games because of the economic system overweight, short, and black player can
being operated. In online video games there choose a tall, white and athletic avatar. Men
is a virtual currency circulation that is cal- players also possible to choose a women
led “coin”. Coin is a reward for players when avatar, depending on experience he wants
they are able completing a mission. On line to get during the game. Avatars in video
video games coins can be accumulated to games online provide the opportunity for
buy virtual equipment to help finishing the players to get ideal things that can not be
game (Cain 2008). Although every missions obtained in the real world.
gives coin bonus, the reward is usually too Stone says that online video games
small. Game creators always make the pri- make players eliminate their physical identi-
UNNES JOURNALS
Komunitas: International Journal of Indonesian Society and Culture 9 (2) (2017): 191-202 194
ty (Stone 1991). In the game, players become player can experience. If avatar die, players
a new individual with new behavior. Stone can turn it back to life unconditionally to
and Turkle calls this phenomenon multiple continue playing. off course this experience
selves (Turkle 2011; Stone 1991). A person’s will become a danger if it is applied in real
identity in the real world is formed by his or life (Herbst 2008).
her interaction with other people and ma- One kind of video game that can
terial objects they consume, but in virtual bring a seious dangerous for students is vi-
world, the identity is highly fluid, allowing olence games. In violence games such as war
player to rewrite their identity beyond tra- games, players are required to kill all ene-
ditional boundaries. With avatar, a man can mies. Death, explosions, screams and gun
be a woman’s, a poor can wear expensive shoot constantly and repetedly happen. War
clothes and a pacifist can kill other because games are more bloody and sadistic than any
of the video game mission (King et al. 2011; kind of action film. In war game, players
Gentile 2011; Hellman et al. 2012). do not have time to think. He must kill all
enemy without thinking of grief. There are
The Effect of Online Video Games no smell of blood, smoke and gun powder.
Kücklich says that there are two kinds of There are no time of silence to think about
video game in the world. The first is “casu- the tragedy of the murders. In war game,
al game” or video game that is only played players are built like a machines, and res-
for killing time and the second is “serious ponding quickly all the action of the game.
game”, a video game which makes players War game is designed not to create a feeling
always curious and force to spend a lot of of love, compassion or sentimental feelling
time to play it (Kücklich 2005). From these in the players.
two types, the “serious games” is conside- Klimnt et al. (2008) said that violen-
red more dangerous, because it can make ce game are enjoyable especially for human
players become a slave of the game which male because the culture is idealized hyper-
is commonly called “playbour”. In a line masculine gender ideal. Violence is percei-
with Kuklich, Hjorth uses term of “hardco- ved as manly. Hyper-male ideology believes
re game” to refer to the serious game. This in socioevolutionary theory says that only
game is called “hardcore” for its potential the strong will survive. Destruction on vir-
to make players spending a lot of time and tual world can be beneficial if it is used pro-
energy to finish the game (Hjorth 2011). perly like a channel to safely release anger
In online video games, people play and aggression. There will be no one har-
in virtual world using avatar (virtual body). med because blood, fire and debris in onli-
Even though the virtual world are a fun but ne video games are only pixelwork, and all
all human beings must always go back to experiences are simulated and virtual. The
the real world. No matter how great a player negative thing will occur if a player apply vi-
might play in the virtual world, his physical olent experience in virtual world to the rea-
body will feel hungry, thirsty and fatigue. lity. In this case Klimnt suggests that heavy
So, he should always come back to real life users of violent video games should posses
to get a meal, drink and maintain his physi- a higher cognitive ‘preparedness’ for over ri-
cal fitness. ding moral concerns as well as for avoiding
Human behaviors are shaped by their violent behaviours in real life.
experience. The danger of online video ga- The other positive side of online video
mes will appears if the experience gained game is proposed by Dyson. In busy life of
in virtual world affects the real life. Herbs urban communities, people are isolated
says that many experiences gained during from each other. On line video games pro-
online video playing can not be applied for vide space for children to interact with ot-
real life. For example, death in real life is a hers. In dense urban population that prone
final event of a person. Contrary, in video to criminality, playing online video games
games there are no limit how many death indoor at home or internet cafe is relati-
UNNES JOURNALS
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