Programming that I have never done before excites me.

I've never played games (I mean it's computer games) seriously , but probably in the same direction.

I think that "I make a program that I want to execute" is equal to "I defeat the last boss."

If there is a difference,

I think programming is a great way to pass on know-how to third parties.

In contrast, the know-how to defeat the last boss is not protected as intellectual property, nor can it be transferred to a third party.

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The Ebata family is a typical family of ordinary people, I think. However we had never used the following phrase of

"Don't play games all the time, study!"

To begin with, the culture of gaming has not taken root in my family.

The last game words I heard were "Nintendo-DS" and "Wii".

It is amazing to think that my daughters have spent their high teenage years playing "No Game".

Return to the topic.

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Conversely, gaming talent cannot be transferred to a third party, and therefore strong differentiation can be achieved.

Professional game players are one example.

Games could be the subject of school education if they are properly systematized, manualized, and curricularized.

This can easily tag-team with current programming and STEM education.

In addition, e-sports have a high potential to contribute to the health of the elderly in that they are less likely to be affected by age, gender, or physical size.

It is also, in fact, one of the solutions to "loneliness" and "isolation".

One negative effect of education may be the creation of a new paradigm, that of "game aversion".

Just like the "English haters" and "math haters" that are prominent in our country, the building of a tendency to dislike games could be a solution to problems such as "game addiction".

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Well, in fact, the current introduction of programming education is also likely to generate "programming aversion".

I can honestly say, 'It will definitely occur,' I believe.