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Video games,Problem Solving and Self-         Efficacy         Pamela Rutledge, PhD, MBA        Media Psychology Research ...
Hidden in every video   game are masteryexperiences waiting to be       conquered
Phone or Solution Portal?•   Mobile•   Personal•   On-Demand•   Social Connections•   Answers•   Advice
Self-efficacy is believing in our  ability to act successfully
Games Impact Self-Efficacy in aNumber of Way:           1. Expand identity           2. Generate learning communities     ...
Rules of Engagement
Communities of Practice GamesCom 2011 computer game fair in Cologne, Germany. (AP Photo/Martin Meissner) http://www.cbc.ca...
DIWO: Quests with Friends
Adaptive Problem-Solving
Getting in the Zone
FLOW                              CHANNEL            AnxietyChallenge                               Boredom               ...
FLOW                              CHANNEL            AnxietyChallenge                               Boredom               ...
Scaffolding
The Joy of Mastery
purposeresilience          optimismcompetence   engagement                self-efficacy
Dr. Pamela RutledgeMedia Psychology Research Centerprutledge@mprcenter.org    @pamelarutledge
ReferencesBandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American                     Nardi, B., Ly, S., & H...
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
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Pamela Rutledge: Video games, Problem Solving and Self-Efficacy

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Presentation from 2012 APA National Convention Symposium on the Positive Psychology of Video Gameplay as part of a panel on Innovations for ADHD: Video Games and Digital Media for Improving Academic and Executive Skills

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  • This chart shows the balance between the challenge of a task on the left and the person’s skills across the bottom. To remain in the FLOW zone, challenge and skill must constantly adjust to one another.
  • This chart shows the balance between the challenge of a task on the left and the person’s skills across the bottom. To remain in the FLOW zone, challenge and skill must constantly adjust to one another.
  •   Social technologies have given people unprecedented control over their lives. We act and, because we are linked in real time, we see the actions others take and we can interact with them. Individual actions inspire group actions; groups inspire individuals. The most exciting thing is that we are training new generations to believe they can act; to believe that an individual can make a difference. It changes everyone’s expectations about their ability— and their responsibility—to contribute.
  • Transcript of "Pamela Rutledge: Video games, Problem Solving and Self-Efficacy"

    1. 1. Video games,Problem Solving and Self- Efficacy Pamela Rutledge, PhD, MBA Media Psychology Research Center prutledge@mprcenter.org August 3, 2012 @pamelarutledge Symposium Innovations for ADHD: Video Games and Digital Media for Improving Academic and Executive Skills
    2. 2. Hidden in every video game are masteryexperiences waiting to be conquered
    3. 3. Phone or Solution Portal?• Mobile• Personal• On-Demand• Social Connections• Answers• Advice
    4. 4. Self-efficacy is believing in our ability to act successfully
    5. 5. Games Impact Self-Efficacy in aNumber of Way: 1. Expand identity 2. Generate learning communities 3. Build social connections 4. Promote decision-making strategies 5. Encourage intrinsic motivation 6. Create positive emotions
    6. 6. Rules of Engagement
    7. 7. Communities of Practice GamesCom 2011 computer game fair in Cologne, Germany. (AP Photo/Martin Meissner) http://www.cbc.ca/news/yourcommunity/2011/09/are-you-satisfied-with-rogers-response-to-throttling-online-game-speeds.html
    8. 8. DIWO: Quests with Friends
    9. 9. Adaptive Problem-Solving
    10. 10. Getting in the Zone
    11. 11. FLOW CHANNEL AnxietyChallenge Boredom Skill
    12. 12. FLOW CHANNEL AnxietyChallenge Boredom Skill
    13. 13. Scaffolding
    14. 14. The Joy of Mastery
    15. 15. purposeresilience optimismcompetence engagement self-efficacy
    16. 16. Dr. Pamela RutledgeMedia Psychology Research Centerprutledge@mprcenter.org @pamelarutledge
    17. 17. ReferencesBandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Nardi, B., Ly, S., & Harris, J. (2007). Learning Conversations in World of Psychologist, 37(2). Retrieved from Warcraft. Paper presented at the Hawaii International Conference onBandura, A. (2002). Growing primacy of human agency in adaptation and change in Systems Sciences 2007, Big Island, Hawaii. the electronic era. [Journal; Peer Reviewed Journal;]. European Pavlas, D. (2010). A Model of Flow and Play in Game-based Learning: The Psychologist, 7(1), 2-16. doi: 10.1027//1016-9040.7.1.2 Impact of Game Characteristics, Player Traits, and Player States.Brandt, K. (2012). How Wizard 101 Actually Helped My Son. Simply Stated (March (PhD Dissertation), University of Central Florida, Orlando, FL. 16). Retrieved from http://simplystated.realsimple.com/2012/03/16/how-i-learned-to-hate-wizard101-a-little-less/ A. K., Weinstein, N., Murayama, K., Lynch, M. F., & Ryan, R. M. Przybylski, (2012). The Ideal Self at Play : The Appeal of Video Games That LetCsikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New You Be All You Can Be. Psychological Science, 23, 69-76. York: HarperCollins Publishers.Cunliffe, A., & Coupland, C. (2012). From hero to villain to hero: Making experience Reeves, B., Malone, T. W., & ODriscoll, T. (2008). Leadership’s Online Labs. sensible through embodied narrative sensemaking. Human Relations, Harvard Business Review, May, 1-10. 65(1), 63-88. doi: 10.1177/0018726711424321 Rutledge, P. B. (2012). Augmented Reality: Brain-based Persuasion Model.Dagirmanjian, S., Eron, J., & Lund, T. (2007). Narrative solutions: An integration of Paper presented at the 2012 EEE International Conference on e- self and systems perspectives in motivating change. [Journal; Peer Learning, e-Business, Enterprise Information Systems, and e- Reviewed Journal]. Journal of Psychotherapy Integration, 17(1), 70-92. Government, Las Vegas, NV. doi: 10.1037/1053-0479.17.1.70 Salen, K., & Zimmerman, E. (2004). Rules of Play: Game DesignErikson, E. (1956). The problem of Edo Identity. Journal of the American Fundamentals. Cambridge, MA: The MIT Press. Psychoanalytic Association, 4, 56-121.Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Phil. Shirky, C. (2008). Here Comes Everybody. New York: Penguin Books. Trans. Royal Society London, 359, 1367-1377. Retrieved from Squire, K. R. (2008). Open-Ended Video Games: A Model for DevelopingGarland, E., Fredrickson, B. L., Kring, A. M., Johnson, D. P., Meyer, P. S., & Penn, Learning. In K. Salen (Ed.), The Ecology of Games: Connecting D. L. (2010). Upward spirals of positive emotions counter downward Youth , Games, and Learning (pp. 167-198). Cambridge. MA: MIT. spirals of negativity: Insights from the broaden-and-build theory and affective neuroscience on the treatment of emotion dysfunctions and Steinkuehler, C. (2004). Learning in Massively Multiplayer Online Games. deficits in psychopathology. Clinical Psychology Review, 30(7), 849-864. Paper presented at the ICLS 04 Proceedings of the 6th international conference on Learning sciences Santa Monica, CA. ConferenceGee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (Revised & Updated) (2nd ed.). New York: Palgrave Macmillan. Paper retrieved from http://jcmc.indiana.edu/vol11/issue4/steinkuehler.htmlIto, M. (2009). Introduction. In K. Varnelis (Ed.), Networked Publics (pp. 1-14). Cambridge: MIT. Sun, C.-T., Wang, D.-Y., & Chan, H.-L. (2011). How digital scaffolds in games direct problem-solving behaviors. Computers & Education, 57(3),Klimmt, C., Hefner, H., & Vorderer, P. (2009). The video game experience as “true” 2118-2125. doi: 10.1016/j.compedu.2011.05.022 identification: A theory of enjoyable alterations of players’ self-perception. Communication Theory, 19(4), 351-373. Tugade, M., & Fredrickson, B. L. (2004). Resilient Individuals Use PositiveKrueger, N., & Dickson, P. R. (1994). How Believing in Ourselves Increases Risk Emotions to Bounce Back From Negative Emotional Experiences. Taking: Perceived Self-Efficacy and Opportunity Recognition. Decision Journal of Personality and Social Psychology, 86(2), 320-333. Sciences, 25(3), 385-400. Retrieved fromManobi Development Foundation. (2011). Case Studies: In Farming, from Van Eck, R. (2006). Digital Game-Based Learning: Its Not Just the Digital http://www.manobi.net/foundation/?M=2&SM=6 Natives Who Are Restless…. EDUCAUSE Review, 41(2). Vygotsky, L. S. (1978). Mind in Society. In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.
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