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The Culture and Impact of Video Games on Children

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  • 1. THE CULTURE AND INFLUENCE OF VIDEO GAMES ON CHILDREN CHILDREN’S INSTITUTE FOR LEARNING DIFFERENCES August 31, 2012 Presenter: Anna DiNoto Phone: 425.390.4177 E-mail: annascaps@gmail.com
  • 2. - I’m Anna DiNoto, MA, LMHC ABOUT THE PRESENTER- 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 andskilled nursing facilities- My specialty is emotional dysregulation, and thepopulations I work with that are experiencing this issue are typicallyproblematic technology users and ASD/DD populations- I’m in the midst of writing my dissertation & applying forinternship for a fall 2013 start-date- For more information, feel free to ask or visit my website
  • 3. 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 !
  • 4. A STARTING POINT: WHAT ARE VIDEO GAMES?A video game is:  A system designed to be experienced.• Difficult to explain until you witnessand experience video games.
  • 5. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE•Action/Arcade 1. Pac Man 2. Geometry Wars 3. Katamari Damacy
  • 6. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Beat ‘Em Up 1. Double Dragon 2. Castle Crashers 3. Lollypop Chainsaw
  • 7. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Fighting 1. Street Fighter 2. Mortal Kombat 3. Smash Bros.
  • 8. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Platformer 1. Super Mario Bros. 2. Super Meat Boy 3. LittleBigPlanet
  • 9. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Adventure 1. Maniac Mansion 2. King’s Quest 3. Limbo
  • 10. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Driving/Racing 1. Mario Kart 2. Need for Speed 3. Gran Turismo
  • 11. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)• Role-Playing 1. Japanese (JRPGs) oFinal Fantasy oPokemon 1. Western (WRPGs) oElder Scrolls oFallout 1. Strategy RPGs oFinal Fantasy Tactics oDisgaea
  • 12. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)• Role-Playing (Continued) 1. Action RPGs o Diablo o Torchlight 1. Massively Multiplayer Online RPGs o Theme park World of Warcraft Knights of the Old Republic o Sandbox Ultima Online EvE Online
  • 13. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Shooter • Traditional 1. Wolfenstein 2. Doom 3. Halo • Modern Call of Duty 1. Gears of War 2. Team Fortress 2
  • 14. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Action-Adventure 1. Grand Theft Auto 2. Red Dead 3. Metroid
  • 15. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Sports 1. Madden 2. Tony Hawk’s Pro Skater 3. Mario Tennis
  • 16. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Simulation 1. The Sims 2. SimCity 3. Microsoft Flight
  • 17. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Casual 1. FarmVille 2. CowClicker 3. Angry Birds 4. Cut the Rope 5. Plants v. Zombies 6. Words with Friends 7. Animal Crossing 8. WiiFit 9. Nintendogs
  • 18. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Puzzle 1. Tetris 2. Bejeweled 3. Portal
  • 19. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Rhythm • Dance Dance Revolution (DDR) • Rock Band • Dance Central
  • 20. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE(CONTD.) • Survival Horror 1. Resident Evil 2. Dead Space 3. ZombiU
  • 21. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Misc 1. Minecraft 2. Secondlife
  • 22. EXAMPLES OF SELECTED GENRES
  • 23. INTERESTING FACTS YOU MAYNOT KNOW ABOUT VIDEO GAMECULTURE• Persistent worlds• Gabe Newell• Angry Kirby Syndrome
  • 24. 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)
  • 25. 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
  • 26. 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.
  • 27. WHY ARE THEY PLAYING: ENGAGEMENT (CONTINUED)• The Art of Video Game Storytelling 1. Engaging storyline Linear narrative vs. interactive storyline Heroism Creativity Agency Strategy  Conflict resolution 1. Graphics Immersive 1. Holding control
  • 28. WHY AND HOW ARE THEY PLAYING: ENGAGEMENT (CONTINUED)• Flow – Engagement  Involved, focused, concentrating  Sense of ecstasy  Greater inner clarity  Sense of serenity
  • 29. WHY AND HOW ARE THEY PLAYING: [DIS]ENGAGEMENT (CONTINUED)• Dissociation – Disengagement Reduced capacity to:  Edit or manage immediate impulsive response(s) to a situation Time oriented separation
  • 30. WHY AND HOW ARE THEY PLAYING: DISSOCIATION VS. FLOW (CONTINUED)In flow gamers experience: Engagement o Gamer-actualization – players playing characters representing who they are or who they could be.In dissociation gamers experience: Disengagement o Gamer-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).
  • 31. WHY AND HOW ARE THEY PLAYING (CONTINUED)
  • 32. 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!
  • 33. 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/
  • 34. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  • 35. 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!
  • 36. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  • 37. EVALUATION OF VIDEO GAME PLAY : UNDERSTANDING VIDEO GAME PLAY IN CHILDREN’S BRAINSThe Teen/Child Brain:Fast-Growing Synapses + Undeveloped Frontal Lobe = A Child’s BrainPromote speedy and efficient The area of the brainlearning. responsible for reasoning and judgment.
  • 38. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  • 39. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  • 40. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  • 41. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING THE PROBLEM OF INDIVIDUAL STUDENTS
  • 42. 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.
  • 43. SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
  • 44. SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
  • 45. SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY• Environmental accommodations and supports (Contd.) Redirection Termination Gradually modify activity/environment Support for difficult situations Peer support and understanding Systematic desensitization Systematic reduction of support
  • 46. SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
  • 47. SUMMARY AND TAKE HOME POINTS
  • 48. SUMMARY AND TAKE HOME POINTS• What does this mean for you, as a teacher, moving forward? Be mindful of behavioral patterns  Behaviors = Clues Know your boundaries of competence  Ask for help from professionals in the field Team should consider unique ways on how to intervene  Teach Student o Independence o Boundary Setting
  • 49. QUESTIONS?Email or call Anna DiNoto at: E-mail: annascaps@gmail.comPhone: 425.390.4177