Games4Resilience - Meagan Bromley


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Games4Resilience Salon
Spielerische Selbstkontrolle und emotionale Kompetenzen fördern
Meagan Bromley, New York University,
studiert an der New York University und arbeitet als wissenschaftlicher Mitarbeiterin bei CREATE lab, einem Patner im Games for Learning Instute (G4Li)

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Games4Resilience - Meagan Bromley

  1. 1. Games for Learning Institute• Members • NYU (Ken Perlin, Jan L. Plass, Co-Directors, Katherine Isbister) • TC Columbia University (Chuck Kinzer) • CUNY Graduate Center (Bruce D. Homer) • Parsons, Dartmouth, RIT, PUC • Total of 11 faculty from 7 universities and their labs Game designers, computer scientists, engineers, educators, learning scientists, psychologists
  2. 2. Collaborators
  3. 3. Games for Learning Institute• Mission • Design Patterns for Games for Learning • Guide for Designers • Embedded Assessment • Evidence of Effectiveness of Games for Learning • Focus on STEM, Language, Literacy
  4. 4. The Game
  5. 5. EF Tasks in Context Image from Image from
  6. 6. Game Feedback Tables by Level Responses sent to Alien Mood Meter
  7. 7. Literature to Support Design Concept• Repeated exposure to tasks that require learning increasingly complex rule sets can improve inhibitory control (Dowsett and Livesey 1999)• Cognitive Complexity and Control theory (CCC) highlights developmental transitions in children’s ability to plan and reflect – specifically to reflect on complex, hierarchical rule structures (Zelazo and Frye 1998) Hierarchical Tree Structure of Rules from Zelazo and Frye 1998
  8. 8. The Design Process• Design of game tasks focuses on three commonly cited target functions (Anderson 2002; Miyake, et al. 2000)• Action video games proven to alter visuospatial attention and modify selective attention (Green and Bavelier 2006)• Games for executive functioning assessment and… training?• Learning Mechanics  Game Mechanics Image from Noobs vs. Leets, Games for Learning Institute 2012
  9. 9. Directions for Future Research• Abilities in attentional control amidst irrelevant features within game world (Minar and Sloutsky 2011)• Effects on emotional response and regulation in comparison to traditional assessment tasks (Um, Plass, Hayward and Homer 2011)
  10. 10. ReferencesAnderson, P. (2002) Assessment and Development of Executive Function (EF) DuringChildhood. Child Neuropsychology, 8:2, 71-82.Dowsett, S.M. and Livesey, D.J. (1999) The Development of Inhibitory Control inPreschool Children: Effects of “Executive Skills” Training. Development of InhibitoryControl: John Wiley and Sons.Green, C.S. & Bavelier, D. (2006). Effect of action video games on the spatial distributionof visuospatial attention. Journal of Experimental Psychology: Human Perception andPerformance, 32(6), 1465-1468.Minar, N. and Sloutsky, V. (2011) Visual Attention and the Dimensional Change Card Sort.Juros, 2. Retrieved from:, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., Wager, T. (2000)The Unity and Diversity of Executive Functions and Their Contributions to Complex“Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41, 49-100.Salen, K., & Zimmerman, E. (2003). Rules of Play: Game Design FundamentalsZelazo, P.D. and Frye, D. (1998) Cognitive Complexity and Control: II. The Developmentof Executive Function in Childhood. Current Directions in Psychological Science.
  11. 11. Thank You! Danke Schön!!This project is a collaboration among the following people at the CREATE lab and G4LI: • Bruce Homer (CUNY) • Elizabeth Hayward (NYU) • Jan Plass (NYU) • Seamus Donnelly (CUNY) • Rachel Feigenbaum (CUNY) And our team of faculty and student programmers at University of Vienna: • Manuel Sprung • Alexander Hofmann • Jakob Leyrer • Gabriela MarkovaThis has been presented as part of: “Games 4 Resilience: Spielerisch Selbstkontrolle und Emotionale Kompetenz fördern” given in Vienna, Austria on May 11, 2012