The Next Stage For My Learning – Critical Reflection (Revised)

Though I had failed the QET test, I was honestly rather happy to take ES1102. I felt that I needed help to improve my writing skills, and ES1102 could help facilitate the transition from polytechnic to university level academic writing. The workload of ES1102 is quite heavy; essay drafts were due every other lesson. Considering that it is a non-credit bearing module, the workload seemed to be disproportionate. However, I found ES1102 to be very useful in improving my essay writing skills and language. 

For the module, we had to create a blog to share our writing assignments with the class. I felt that the idea of having a blog for academic purposes is great. It allows us to gain feedback to improve our own writing skills. It also makes it more interactive amongst students and helps to facilitate learning. In the psychological context, I believe that as we have to post our works online for others to view and comment, it pushes us to refine the post to the best of our abilities.  Additionally, it allows for easy documentation of our English learning journey through the course. Through ES1102, I’ve learned how to tackle the different types of academic writing assignments and effectively craft thesis statements, summaries and reader responses, just to name a few.

Even though the ES1102 module has wrapped up, the lessons and skills learnt will continue to help me in my English learning journey. Inspired by Brad, I will make it a point to read as widely and as frequently as possible in the future to further improve my language and writing abilities.

Essay Final - The Growing Concern of Online Gaming Addiction

The Growing Concern of Online Gaming Addiction

Major advancements in technology have seamlessly connected people across the globe (Chanda, 2007). Video games, for instance, have existed since the 1940s (Princeton, n.d); however, game developers have subsequently introduced Massively Multiplayer Online Role-playing Games or MMORPG, where players interact in real time and across borders for collective game activities (Cornett, 2004). It has become whole new platform that facilities geographically separated gamers to interact and form close bonds. Subsequently, it results in new problem evident worldwide; gaming addiction. Gaming addiction is defined as “the excessive or compulsive use of computer and video games in a way that multiple areas of their (people’s) lives are damaged, such as school, social, family, occupational, psychology and health (lowa State University, 2011).” The same article mentions a study on Singapore youth that has shown that one out of ten gamers are addicted. With the growing concern of gaming addiction among teens in Singapore, the government and parents should collectively monitor the behaviour of young people and actively promote means of preventing and reducing addition.

Gaming addiction can result in serious health problems with gamers sacrificing sleep just to earn more hours for game play. Common medical problems that arise from addiction include “Carpal Tunnel Syndrome, dry eyes, backaches, severe headaches, eating irregularities, such as skipping meals, failure to attend to personal hygiene, and sleep disturbance (Illinois Institute for Addiction Recovery, n.d).” In the social context, addicts spend more time in seclusion and less with family and friends (Illinois Institute for Addiction Recovery, n.d). The addiction can place stress and tension on family relationships and impede an addict’s ability to sort priorities such as education and family. An unhealthy emotional connection to the game character and over-reliance on on-line friendships may be formed.

To ameliorate these problems, the government can promote campaigns and implement policies targeted at preventing and reducing addiction. For instance, to target the heavy addicts, gaming rehabilitation can be introduced. Gamers often find it hard to quit on their own and suffer from withdrawal symptoms. The concept of recovery support groups and focus groups can be used in the program to increase its effectiveness. Through these group sessions, addicts can share their struggles and experiences in fighting addiction and render support to each other. Additionally, similar to sexual education in schools, gaming education can be introduced to inform students about the risks of excessive gaming. Teachers can pay more attention to students’ schoolwork performance and stay vigilant to identify possible addiction symptoms as early as they may surface. 

The Singapore government should actively promote campaigns to educate parents of the negative impacts tied to excessive gaming, symptoms of addiction and how to cope with addiction.  Seeking professional help is the first step in coping with addiction; however, it is often the hardest step an addict has to take. A game addict can become “far too immersed in the virtual world, and as a result, not realize he or she has a problem (Chua & Poon, 2010).”

In that context, the role of family members is very important in making the addict realize his or her problem and seek medical help. Early childhood education within the household is extremely important in the prevention of gaming addiction. Parents should not simply tell the child to stop playing games, but rather, encourage and help the child find other healthier pastimes to replace the gaming habit (Chua & Poon, 2010). By engaging in outdoor leisure activities, the child not only benefits from a healthier lifestyle but also significantly decreases the risk of gaming addiction. To reduce the risk of addiction, family members of young gamers need to step in and be more proactive in consistently monitoring their behavior. Parents should establish strict rules and limit the child’s Internet usage to 2-3 hours a day to avoid spending excessive time on games. If addiction symptoms surface, the family should seek medical help from professionals immediately to avoid the problem from escalating.  

In conclusion, gaming addiction is a growing problem in Singapore, with one out of ten youths affected. It results in negative social and medical problems. However, through government initiatives, proper education and emotional support from parents, gaming addiction can be reduced and controlled.

References: 

Chanda, N. (2007). The double edge of globalization. YaleGlobal

online. Retrieved from

http://yaleglobal.yale.edu/content/double-edge-globalization

Chua, H. H., & Poon, C. H. (2010). Stress may turn youngsters into video game  

addicts. The  Straits Times. p.a6. Retrieved October 15, 2013, from http://newshub.nus.edu.sg/news/1012/PDF/STRESS-st-9dec-pA6.pdf

Cornett, S (2004). The usability of massively multiplayer online roleplaying games:

designing for new users. Retrieved October 10, 2013, from http://ocw.metu.edu.tr/pluginfile.php/2512/mod_resource/content/0/ceit706_2/10/Cornett_Usability.pdf

Illinois Institute for Addiction Recovery (n.d.). What is Video-game addiction?

Retrieved October 15, 2013, from http://www.addictionrecov.org/addictions/?AID=45

Risks, consequences of video game addiction identified in new study. 

(2011,  January 19).  ScienceDaily. Retrieved October 14, 2013, from http://www.sciencedaily.com/releases/2011/01/110119120550.htm

Princeton (n.d). History of video games. Retrieved October 16, 2013, from

http://www.princeton.edu/~achaney/tmve/wiki100k/docs/History_of_video_games.html

Critical Reflection - The Essay Process

The essay topic given was a very broad subject on globalization. Having such a broad essay topic has its benefits and drawbacks. For instance, it allows students to select specific negative consequences of globalization that have made impacts on their daily lives and focus on developing the essay solely on that topic. Additionally, it reduces topic overlap amongst students. However, the broad scope also made it rather hard to pick out an area of interest to focus on.

I faced a lot of trouble selecting a topic in the beginning of the assignment. I couldn’t think of a good and focused topic during the class discussion and brainstorming session. In fact, I had swapped topics a number of times before finally settling on ‘gaming addiction’, the very night before the first essay guideline was due. I chose this topic as I found gaming to be increasing evident in the lives of many teens. With globalization and the constant advancement of technology, risks of addiction would only increase in due time.

Though the topic was decided on, it was hard for me to organize and develop a convincing essay. I felt that my first two drafts were disorganized in structure. Many sentences did not flow well, and I had trouble connecting the ideas together smoothly with my limited vocabulary. Furthermore, since it’s a non-credit baring module, I did the drafts rather half-heartedly, with the goal of completing it quickly so focus could be placed on other credit baring modules. 

The consultation with Brad allowed me to identify areas for improvement and structure the essay better. Comparing draft 2B with earlier versions, I see significant improvements in the organization and presentation of ideas. Previous assignments such as the summary and reader response also helped me to improve my writing skills and prepare for the essay. I found the peer in-class review to be quite effective in enhancing our learning. It allows us to get feedback from classmates and trains us to read and analyse articles critically. 

In conclusion, though the essay assignment required a lot of time and effort, it was a good language learning experience that allowed me to improve my essay writing skills. 

Essay Draft 2B

The Growing Concern of Online Gaming Addiction

Major advancements in technology have seamlessly connected people across the globe (Chanda, 2007). Video games have existed since the 1940s (Princeton, n.d); however, game developers have subsequently introduced Massively Multiplayer Online Role-playing Games or MMORPG, where players interact in real time and across borders for collective game activities (Steve Cornett, 2004). It has become whole new platform that facilities geographically separated gamers to interact and form close bonds, posing a new problem evident worldwide; gaming addiction. Gaming addiction is defined as “the excessive or compulsive use of computer and video games in a way that multiple areas of their (people’s) lives are damaged, such as school, social, family, occupational, psychology and health (lowa State University, 2011).” The same article mentions a study on Singapore youth that has shown that one out of ten gamers are addicted. With the growing concern of gaming addiction among teens in Singapore, the government and parents should collectively monitor the behaviour of young people and actively promote means of preventing and reducing addition.

Gaming addiction can result in serious health problems with gamers sacrificing sleep just to earn more hours for game play. Common medical problems that arise from addiction include “Carpal Tunnel Syndrome, dry eyes, backaches, severe headaches, eating irregularities, such as skipping meals, failure to attend to personal hygiene, and sleep disturbance (Illinois Institute for Addiction Recovery, n.d).” In the social context, addicts spend more time in seclusion and less with family and friends (Illinois Institute for Addiction Recovery, n.d). The addiction can place stress and tension on family relationships and impede an addict’s ability to sort priorities such as education and family. An unhealthy emotional connection to the game character and over-reliance on on-line friendships may be formed.

To ameliorate these problems, the government can promote campaigns and implement policies targeted at preventing and reducing addiction. In the context of heavy addicts, gaming rehabilitation can be introduced. Gamers often find it hard to quit on their own and suffer from withdrawal symptoms. The concept of recovery support groups and focus groups can be used in the program to increase its effectiveness. Through these group sessions, addicts can share their struggles and experiences in fighting addiction and render support to each other. Additionally, similar to sexual education in schools, gaming education can be introduced to inform students about the risks of excessive gaming. Teachers can pay more attention to students’ schoolwork performance and stay vigilant to identify possible addiction symptoms as early as they may surface. 

The Singapore government should actively promote campaigns to educate parents of the negative impacts tied to excessive gaming, symptoms of addiction and how to cope with addiction.  Seeking professional help is the first step in coping with addiction; however, it is often the hardest step an addict has to take. A game addict can become “far too immersed in the virtual world, and as a result, not realize he or she has a problem (Chua & Poon, 2010).”

In that context, the role of family members is very important in making the addict realize his or her problem and seek medical help. Early childhood education within the household is extremely important in the prevention of gaming addiction. Parents should not simply tell the child to stop playing games, but rather, encourage and help the child find other healthier pastimes to replace the gaming habit (Chua & Poon, 2010). By engaging in outdoor leisure activities, the child not only benefits from a healthier lifestyle but also significantly decreases the risk of gaming addiction. To reduce the risk of addiction, family members of young gamers need to step in and be more proactive in consistently monitoring their behavior. Parents should establish strict rules and limit the child’s Internet usage to 2-3 hours a day to avoid spending excessive time on games. If addiction symptoms surface, the family should seek medical help from professionals immediately to avoid the problem from escalating.  

In conclusion, gaming addiction is a growing problem in Singapore, with one out of ten youths affected. It results in negative social and medical problems. However, through government initiatives, proper education and emotional support from parents, gaming addiction can be reduced and controlled.

References: 

Chanda, N. (2007). The Double Edge of Globalization. YaleGlobal

online. Retrieved from http://yaleglobal.yale.edu/content/double-edge-globalization 

Chua, H. H., & Poon, C. H. (2010). Stress may turn youngsters into video game addicts.

The  Straits Times. p.a6. Retrieved October 15, 2013, from http://newshub.nus.edu.sg/news/1012/PDF/STRESS-st-9dec-pA6.pdf

Cornett, S (2004). The Usability of Massively Multiplayer Online Roleplaying Games:

Designing for New Users. Indiana University Bloomington, IN 47405-7104. Retrieved October 10, 2013, fromhttp://ocw.metu.edu.tr/pluginfile.php/2512/mod_resource/content/0/ceit706_2/10/Cornett_Usability.pdf

Illinois Institute for Addiction Recovery (n.d.). What is Video-game addiction?

Retrieved October 15, 2013, from http://www.addictionrecov.org/addictions/?AID=45

Iowa State University (2011, January 19). Risks, consequences of video game

addiction   identified in new study. ScienceDaily. Retrieved October 14, 2013, from http://www.sciencedaily.com/releases/2011/01/110119120550.htm

Princeton (n.d). History of video games. Retrieved October 16, 2013, from

http://www.princeton.edu/~achaney/tmve/wiki100k/docs/History_of_video_games.html

Essay Draft 2

Globalisation has contributed to major advancements in technology and seamlessly connects people across the globe. However, the Internet has also led to the creation of online games and a new problem increasingly evident in society; gaming addiction. Gaming addiction is defined as “the excessive or compulsive use of computer and video games in a way that multiple areas of their lives are damaged, such as school, social, family, occupational, psychology and health (lowa State University, 2011).” A study on Singapore youths have shown that one out of ten (10%) gaming youths are addicted (lowa State University, 2011). With the growing concern of gaming addiction among teens in Singapore, the government and parents should collectively monitor the behaviour of youths and actively promote campaigns to fight addiction. 

Gaming addiction can result in serious health problems with gamers sacrificing sleep just to earn more hours for game play. Common medical problems that arise from game addiction include “Carpal Tunnel Syndrome, dry eyes, backaches, severe headaches, eating irregularities, such as skipping meals, failure to attend to personal hygiene, and sleep disturbance (Illinois Institute for Addiction Recovery, n.d).” In the social context, game addicts spend more time in seclusion and less with family and friends (Illinois Institute for Addiction Recovery, n.d). The addiction can place stress and tension on family relationships and impede one’s ability to sort priorities such as education and family. An unhealthy emotional connection to the game character and over-reliance on-line friendships may be formed.

To ameliorate these problems, the Singapore government should actively promote campaigns to educate young parents of the negative social and health impacts tied to excessive gaming. A game addict can become “far too immersed in the virtual world, and as a result, not realize he or she has a problem (Chua & Poon, 2010).” They do not realize the addiction problem that is adversely affecting their lives and that of their families. Thus, family members of youth gamers need to be more proactive and immediately seek medical help from professionals if addiction symptoms surface. To tackle heavy addicts, the government can introduce gaming rehabilitation, similar to drugs and smoking rehabilitation common in countries such as the United States. Gamers often find it hard to quit on their own and require the support and help from others. The rehabilitation program will allow addicts to render support to each other and rid the bad habit.

Early childhood education is extremely important in the prevention of gaming addiction. Parents should not simply tell the child to stop playing games, but rather, encourage and help the child find other healthier pastimes to replace gaming habit (Chua & Poon, 2010). By engaging in outdoor leisure activities, the child not only benefits from a healthier lifestyle but also significantly decreases the risk of gaming addiction. Parents also should establish rules and limit the child’s Internet usage to 2-3 hours a day to avoid spending excessive time on games.

Additionally, similar to sexual education in secondary schools, gaming education can be introduced to inform students about the risks of excessive gaming. Teachers can pay more attention to students’ schoolwork performance and stay vigilant to spot possible addiction symptoms as early as they may surface. 

In conclusion, gaming addiction is a growing problem in Singapore, with one out of ten youths affected. It results in negative social and medical problems. However, through government initiatives, proper education and emotional support from parents, gaming addiction can be reduced and controlled.

References: 

Chua, H. H., & Poon, C. H. (2010). Stress may turn youngsters into video game addicts. The Straits Times. p.a6 Retrieved October 15, 2013, from http://newshub.nus.edu.sg/news/1012/PDF/STRESS-st-9dec-pA6.pdf

Cornett, S (2004). The Usability of Massively Multiplayer Online

Roleplaying Games: Designing for New Users. Indiana University 

Bloomington, IN 47405-7104. Retrieved October 10, 2013, from http://ocw.metu.edu.tr/pluginfile.php/2512/mod_resource/content/0/ceit706_2/10/Cornett_Usability.pdf

Illinois Institute for Addiction Recovery (n.d.). What is Video-game addiction? Retrieved October 15, 2013, from http://www.addictionrecov.org/addictions/?AID=45

Iowa State University (2011, January 19). Risks, consequences of video game addiction identified in new study. ScienceDaily. Retrieved October 14, 2013, from http://www.sciencedaily.com/releases/2011/01/110119120550.htm