the culture and impact of video games on children
TRANSCRIPT
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THE CULTURE AND INFLUENCE OF VIDEO GAMES ON CHILDREN
CHILDREN’S INSTITUTE FOR LEARNING CHILDREN’S INSTITUTE FOR LEARNING DIFFERENCESDIFFERENCES
August 31, 2012August 31, 2012
Presenter: Anna DiNotoPresenter: Anna DiNoto
Phone: 425.390.4177Phone: 425.390.4177
E-mail: [email protected]: [email protected]
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- 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
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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 !
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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.
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE
•Action/Arcade 1. Pac Man2. Geometry Wars3. Katamari
Damacy
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Beat ‘Em Up 1. Double Dragon 2. Castle Crashers3. Lollypop Chainsaw
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Fighting1. Street
Fighter 2. Mortal
Kombat3. Smash Bros.
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Platformer1. Super Mario Bros.2. Super Meat Boy 3. LittleBigPlanet
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Adventure1. Maniac Mansion2. King’s Quest3. Limbo
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Driving/Racing1. Mario Kart2. Need for
Speed3. Gran Turismo
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Role-Playing1. Japanese (JRPGs) oFinal FantasyoPokemon
2. Western (WRPGs)oElder ScrollsoFallout
3. Strategy RPGsoFinal Fantasy TacticsoDisgaea
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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
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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
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Action-Adventure1. Grand Theft Auto2. Red Dead3. Metroid
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Sports1. Madden2. Tony Hawk’s Pro
Skater3. Mario Tennis
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Simulation1. The Sims2. SimCity3. Microsoft Flight
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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
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Puzzle1. Tetris2. Bejeweled3. Portal
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Rhythm•Dance Dance Revolution (DDR)
•Rock Band•Dance Central
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTD.)
• Survival Horror1. Resident Evil2. Dead Space3. ZombiU
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GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)
•Misc1. Minecraft2. Secondlife
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EXAMPLES OF SELECTED GENRES
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INTERESTING FACTS YOU MAY NOT KNOW ABOUT VIDEO GAME CULTURE
• Persistent worlds
• Gabe Newell
• Angry Kirby Syndrome
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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)
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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
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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.
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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
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WHY AND HOW ARE THEY PLAYING: ENGAGEMENT(CONTINUED)
• Flow – Engagement Involved, focused,
concentrating
Sense of ecstasy
Greater inner clarity
Sense of serenity
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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
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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).
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WHY AND HOW ARE THEY PLAYING(CONTINUED)
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EVALUATING VIDEO GAME USAGE OF YOUR STUDENTS
• Ask open-ended questions
1. 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!
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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/
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EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN
CHILDREN
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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!
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EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN
CHILDREN
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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:
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EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN
CHILDREN
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EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN
CHILDREN
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EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN
CHILDREN
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EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING THE PROBLEM OF INDIVIDUAL
STUDENTS
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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.
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SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
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SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
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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
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SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
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SUMMARY AND TAKE HOME POINTS
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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