video games: a presentation for teachers

THE CULTURE AND INFLUENCE OF VIDEO GAMES ON CHILDREN

CHILDREN’S INSTITUTE FOR LEARNING DIFFERENCESCHILDREN’S INSTITUTE FOR LEARNING DIFFERENCES

August 31, 2012August 31, 2012

Presenter: Anna DiNotoPresenter: Anna DiNoto

Phone: 425.390.4177Phone: 425.390.4177

E-mail: annascaps@gmail.comE-mail: annascaps@gmail.com

- I’m Anna DiNoto, MA, LMHC- I’m a graduate student @ AU in Seattle - PsyD candidate- I have a small private practice for all ages (Redmond, WA.) and I’m a

behavior specialist for Seattle-based group homes and skilled nursing facilities- My specialty is emotional dysregulation, and the populations I work

with that are experiencing this issue are typically problematic technology users and ASD/DD populations- I’m in the midst of writing my dissertation & applying for internship for

a fall 2013 start-date- For more information, feel free to ask or visit my website at: annascaps.com

ABOUT THE PRESENTER

PRESENTATION OBJECTIVES

- Define video games.- Explore the various forms (i.e., genres) of video

games your students are playing.- Learn why kids are playing and their motivations

behind playing.- Learn some tips on how to better understand their

video gaming worlds.- Learn a little brain science behind video game play

in children.- Understanding how gameplay can become

excessive.- Learn the value of assessing video game usage in

your students.- Learn ways to approach and treat excessive game

play.- Summary.- Leave some time at the end of this presentation for

questions & case presentations !

A STARTING POINT: WHAT ARE VIDEO GAMES?

A video game is: A system designed to be experienced.

• Difficult to explain until you witness and experience video games.

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE

•Action/Arcade 1. Pac Man2. Geometry Wars3. Katamari

Damacy

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Beat ‘Em Up 1. Double Dragon 2. Castle Crashers3. Lollypop Chainsaw

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Fighting1. Street

Fighter 2. Mortal

Kombat3. Smash Bros.

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Platformer1. Super Mario Bros.2. Super Meat Boy 3. LittleBigPlanet

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Adventure1. Maniac Mansion2. King’s Quest3. Limbo

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Driving/Racing1. Mario Kart2. Need for

Speed3. Gran Turismo

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Role-Playing1. Japanese (JRPGs) oFinal FantasyoPokemon

2. Western (WRPGs)oElder ScrollsoFallout

3. Strategy RPGsoFinal Fantasy TacticsoDisgaea

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

• Role-Playing (Continued)1. Action RPGs

oDiablooTorchlight

2. Massively Multiplayer Online RPGs

oTheme parkWorld of WarcraftKnights of the Old Republic

oSandboxUltima OnlineEvE Online

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Shooter• Traditional

1. Wolfenstein2. Doom3. Halo

• Modern Call of Duty 1. Gears of War2. Team Fortress 2

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Action-Adventure1. Grand Theft Auto2. Red Dead3. Metroid

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Sports1. Madden2. Tony Hawk’s Pro

Skater3. Mario Tennis

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Simulation1. The Sims2. SimCity3. Microsoft Flight

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Casual1. FarmVille2. CowClicker3. Angry Birds4. Cut the Rope5. Plants v. Zombies6. Words with Friends7. Animal Crossing8. WiiFit9. Nintendogs

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Puzzle1. Tetris2. Bejeweled3. Portal

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Rhythm•Dance Dance Revolution (DDR)

•Rock Band•Dance Central

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTD.)

• Survival Horror1. Resident Evil2. Dead Space3. ZombiU

GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)

•Misc1. Minecraft2. Secondlife

EXAMPLES OF SELECTED GENRES

INTERESTING FACTS YOU MAY NOT KNOW ABOUT VIDEO GAME CULTURE

• Persistent worlds• Gabe Newell• Angry Kirby Syndrome

WHY ARE THEY PLAYING: THE MULTIPLE LEVELS OF REWARD

• Boredom• Escape• Hyperfocus• Compensatory strategy• Hang out with friends• Lack of Boundary Setting • Compulsivity• Sunk Cost Fallacy• Trolling (i.e., bullying)

WHY ARE THEY PLAYING: THE MULTIPLE LEVELS OF REWARD

• The Band Wagon Effect They’re doing it so I wanna, too =

conformity.• Stimming/Perseveration• Extrinsic and intrinsic motivation• Operant Conditioning• Stress relief• Fun!• Fear-Anxiety • Feel a sense of progression• A combination of things

WHY ARE THEY PLAYING: SOCIAL RELATIONSHIPS

(CONTINUED)

•Social relationships & social standing

Online (secondary life)Status achievable

Reality (primary life)“limited” in abilities, acceptance, achievements, etc.

WHY ARE THEY PLAYING: ENGAGEMENT(CONTINUED)

• The Art of Video Game Storytelling1. Engaging storyline

Linear narrative vs. interactive storylineHeroismCreativityAgencyStrategy

Conflict resolution2. Graphics

Immersive3. Holding control

WHY AND HOW ARE THEY PLAYING: ENGAGEMENT(CONTINUED)

• Flow – Engagement Involved, focused,

concentrating

Sense of ecstasy

Greater inner clarity

Sense of serenity

WHY AND HOW ARE THEY PLAYING: [DIS]ENGAGEMENT

(CONTINUED)

• Dissociation – DisengagementReduced capacity to:

Edit or manage immediate impulsive response(s) to a situation

Time oriented separation

WHY AND HOW ARE THEY PLAYING: DISSOCIATION VS. FLOW

(CONTINUED)

In flow gamers experience: Engagement oGamer-actualization – players playing

characters representing who they are or who they could be.

In dissociation gamers experience: Disengagement

oGamer-substitution – tendency to detach from reality, create a fantasy life that in the end, likely feels empty (i.e., only short-term pleasure is experienced).

WHY AND HOW ARE THEY PLAYING(CONTINUED)

EVALUATING VIDEO GAME USAGE OF YOUR STUDENTS

• Ask open-ended questions1. What is it like to be you in

reality vs. virtual reality?2. What makes gaming

enjoyable for you?3. Be curious about their

game playing choices!

TIPS: HOW TO BETTER UNDERSTAND YOUR STUDENTS’ VIDEO GAME CULTURE

• Reddit.com/r/gaming+games+ludology• Urbandictionary.com• Gamerankings.com• Metacritic.com• Esrb.org• To learn more about various video game documentaries:

• http://www.pixelprospector.com/i-history-of-video-games/

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN

CHILDREN

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN

CHILDREN

•Children’s brains are not fully connected:•“white matter” to the frontal lobes = sluggish communication.

• In children, the part of the brain that governs judgment (i.e., frontal lobe) is the LAST to be fully connected!

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN

CHILDREN

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN

CHILDREN’S BRAINS

Fast-Growing Fast-Growing Synapses Synapses

Undeveloped Frontal Undeveloped Frontal LobeLobe

A Child’s BrainA Child’s Brain ++

Promote speedy and efficient learning.

The area of the brain responsible for reasoning and judgment.

==

The Teen/Child Brain:

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN

CHILDREN

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN

CHILDREN

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN

CHILDREN

EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING THE PROBLEM OF INDIVIDUAL

STUDENTS

EVALUATION OF VIDEO GAME PLAY : TREATING THE PROBLEM

The Team should decide whether or not abstinence or moderation management is needed or is the goal.

SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY

SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY

SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY

• Environmental accommodations and supports (Contd.)Redirection TerminationGradually modify activity/environmentSupport for difficult situationsPeer support and understandingSystematic desensitizationSystematic reduction of support

SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY

SUMMARY AND TAKE HOME POINTS

SUMMARY AND TAKE HOME POINTS• What does this mean for you, as a

teacher, moving forward?Be mindful of behavioral patterns

Behaviors = CluesKnow your boundaries of competence

Ask for help from professionals in the field

Team should consider unique ways on how to intervene Teach Student

oIndependenceoBoundary Setting

QUESTIONS?

Email or call Anna DiNoto at: E-mail: annascaps@gmail.comPhone: 425.390.4177