video games: a presentation for teachers
TRANSCRIPT
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: [email protected]: [email protected]
- 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
