THE CULTURE AND INFLUENCE OF VIDEO GAMES ON                  CHILDREN        CHILDREN’S INSTITUTE FOR LEARNING            ...
- I’m Anna DiNoto, MA, LMHC           ABOUT THE PRESENTER- I’m a graduate student @ AU in Seattle - PsyD candidate- I have...
PRESENTATION         OBJECTIVES-   Define video games.-    Explore the various forms (i.e., genres) of video    games your...
A STARTING POINT: WHAT ARE VIDEO GAMES?A video game is:   A system designed to be experienced.• Difficult to explain unti...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT               EXCLUSIVE•Action/Arcade  1. Pac Man  2. Geometry Wars  3. Katamari Da...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Beat ‘Em Up  1. Double Dragon  2. Castle Crashers  3. ...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT       EXCLUSIVE (CONTINUED)•Fighting 1. Street Fighter 2. Mortal    Kombat 3. Smash...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Platformer  1. Super Mario Bros.  2. Super Meat Boy  3...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Adventure  1. Maniac Mansion  2. King’s Quest  3. Limbo
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Driving/Racing  1. Mario Kart  2. Need for Speed  3. G...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)• Role-Playing   1. Japanese (JRPGs)     oFinal Fantasy...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)• Role-Playing (Continued)    1.    Action RPGs       o...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT         EXCLUSIVE (CONTINUED)•Shooter  • Traditional     1. Wolfenstein     2. Doom...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Action-Adventure 1. Grand Theft Auto 2. Red Dead 3. Me...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT       EXCLUSIVE (CONTINUED)•Sports 1.   Madden 2.   Tony Hawk’s Pro      Skater 3. ...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Simulation 1. The Sims 2. SimCity 3. Microsoft Flight
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Casual  1.   FarmVille  2.   CowClicker  3.   Angry Bi...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT        EXCLUSIVE (CONTINUED)•Puzzle 1. Tetris 2. Bejeweled 3. Portal
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT       EXCLUSIVE (CONTINUED)•Rhythm • Dance Dance Revolution (DDR) • Rock Band • Dan...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE(CONTD.) •    Survival Horror     1. Resident Evil     2. Dead Space     3...
GENRES OF VIDEO GAMES: DESCRIPTIVE NOT       EXCLUSIVE (CONTINUED)•Misc 1. Minecraft 2. Secondlife
EXAMPLES OF SELECTED GENRES
INTERESTING FACTS YOU MAYNOT KNOW ABOUT VIDEO GAMECULTURE• Persistent worlds• Gabe Newell• Angry Kirby Syndrome
WHY ARE THEY PLAYING: THE MULTIPLE            LEVELS OF REWARD• Boredom•   Escape•   Hyperfocus•   Compensatory strategy• ...
WHY ARE THEY PLAYING: THE MULTIPLE            LEVELS OF REWARD• The Band Wagon Effect     They’re doing it so I wanna, to...
WHY ARE THEY PLAYING: SOCIAL           RELATIONSHIPS             (CONTINUED)• Social relationships & social  standing    ...
WHY ARE THEY PLAYING: ENGAGEMENT              (CONTINUED)• The Art of Video Game Storytelling    1. Engaging storyline    ...
WHY AND HOW ARE THEY PLAYING:             ENGAGEMENT             (CONTINUED)• Flow – Engagement   Involved, focused, conc...
WHY AND HOW ARE THEY PLAYING:           [DIS]ENGAGEMENT              (CONTINUED)• Dissociation – Disengagement  Reduced c...
WHY AND HOW ARE THEY PLAYING:            DISSOCIATION VS. FLOW                 (CONTINUED)In flow gamers experience: Enga...
WHY AND HOW ARE THEY PLAYING         (CONTINUED)
EVALUATING VIDEO GAME USAGE OF YOUR              STUDENTS• Ask open-ended questions 1.  What is it like to be you in    re...
TIPS: HOW TO BETTER UNDERSTAND YOUR      STUDENTS’ VIDEO GAME CULTURE• Reddit.com/r/gaming+games+ludology• Urbandictionary...
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 ...
EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN           CHILDREN
EVALUATION OF VIDEO GAME PLAY :      UNDERSTANDING VIDEO GAME PLAY IN             CHILDREN’S BRAINSThe Teen/Child Brain:Fa...
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           ...
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.)   R...
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 patte...
QUESTIONS?Email or call Anna DiNoto at: E-mail: annascaps@gmail.comPhone: 425.390.4177
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Video Games: A Presentation For Teachers

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Video Games: A Presentation For Teachers

  1. 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. 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. 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. 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. 5. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE•Action/Arcade 1. Pac Man 2. Geometry Wars 3. Katamari Damacy
  6. 6. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Beat ‘Em Up 1. Double Dragon 2. Castle Crashers 3. Lollypop Chainsaw
  7. 7. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Fighting 1. Street Fighter 2. Mortal Kombat 3. Smash Bros.
  8. 8. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Platformer 1. Super Mario Bros. 2. Super Meat Boy 3. LittleBigPlanet
  9. 9. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Adventure 1. Maniac Mansion 2. King’s Quest 3. Limbo
  10. 10. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Driving/Racing 1. Mario Kart 2. Need for Speed 3. Gran Turismo
  11. 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. 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. 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. 14. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Action-Adventure 1. Grand Theft Auto 2. Red Dead 3. Metroid
  15. 15. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Sports 1. Madden 2. Tony Hawk’s Pro Skater 3. Mario Tennis
  16. 16. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Simulation 1. The Sims 2. SimCity 3. Microsoft Flight
  17. 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. 18. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Puzzle 1. Tetris 2. Bejeweled 3. Portal
  19. 19. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Rhythm • Dance Dance Revolution (DDR) • Rock Band • Dance Central
  20. 20. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE(CONTD.) • Survival Horror 1. Resident Evil 2. Dead Space 3. ZombiU
  21. 21. GENRES OF VIDEO GAMES: DESCRIPTIVE NOT EXCLUSIVE (CONTINUED)•Misc 1. Minecraft 2. Secondlife
  22. 22. EXAMPLES OF SELECTED GENRES
  23. 23. INTERESTING FACTS YOU MAYNOT KNOW ABOUT VIDEO GAMECULTURE• Persistent worlds• Gabe Newell• Angry Kirby Syndrome
  24. 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. 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. 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. 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. 28. WHY AND HOW ARE THEY PLAYING: ENGAGEMENT (CONTINUED)• Flow – Engagement  Involved, focused, concentrating  Sense of ecstasy  Greater inner clarity  Sense of serenity
  29. 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. 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. 31. WHY AND HOW ARE THEY PLAYING (CONTINUED)
  32. 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. 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. 34. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  35. 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. 36. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  37. 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. 38. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  39. 39. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  40. 40. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING VIDEO GAME PLAY IN CHILDREN
  41. 41. EVALUATION OF VIDEO GAME PLAY :UNDERSTANDING THE PROBLEM OF INDIVIDUAL STUDENTS
  42. 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. 43. SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
  44. 44. SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
  45. 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. 46. SUPPORTING AND INSTRUCTING STUDENTS WHO PLAY EXCESSIVELY
  47. 47. SUMMARY AND TAKE HOME POINTS
  48. 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. 49. QUESTIONS?Email or call Anna DiNoto at: E-mail: annascaps@gmail.comPhone: 425.390.4177

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