The document discusses research on video game play in children with ADHD, finding that while they spend significant time playing video games, this alone does not improve academic skills; however, video games can effectively train executive functions when used as part of a structured program with coaching that emphasizes skill-building and transferring skills to other contexts. The document provides recommendations for parents to make video games a more productive learning tool for children with ADHD through differentiated instruction, teaching skills both in and out of games, and focusing on generalization of skills.
Generalization of Game-Based Learning for Children with ADHDRandy Kulman
This document summarizes a presentation about using game-based learning to help children with ADHD. It discusses what is known about how children with ADHD engage with video games, why video games could help children with ADHD given their engagement and feedback characteristics, the types of interventions that are effective for ADHD, and how to design games to specifically target and teach executive functioning skills while also promoting generalization. The presentation provides examples of research on how games can improve skills like working memory and discusses the importance of mediation and guided discussion to help children apply skills learned through games to real-world situations.
Popular Games and Apps for Children with Autism-Games for Health 2014Randy Kulman
This document discusses popular games and apps for children with autism. It notes that children with autism spend more time engaged with electronic media than any other activity. Video games and television appeal to children with autism because they are visual, predictable, and help avoid social interactions which cause anxiety. Popular activities for children with autism include non-social media like video games and television rather than social media. The document provides recommendations for using video games with children with autism and discusses therapeutic apps that can help with communication and social skills.
Learning and brain final draft for slideshareRandy Kulman
- Playing digital games and using technology can benefit children with ADHD if done appropriately. Games may improve attention and executive functioning when designed to target these skills.
- Parents should set clear limits on screen time and prioritize completing schoolwork and chores before digital play. Using timers can help children with ADHD manage their time spent playing games.
- Encouraging physical activity before digital play is important as exercise can improve focus. Active games like Wii Sports are recommended over sedentary screen time. Setting rules for media use can support children's development and treatment.
Playing smarter in the digital world (2)Randy Kulman
- The document discusses how digital media like video games are pervasive in children's lives, especially those with ADHD. It explores research on both the positive and negative impacts of technology on learning and attention for these children.
- While some studies found no difference in time spent playing games between children with ADHD and peers, others found they may process information more slowly or struggle with complex problem-solving in games. Excessive use has also been linked to increased inattention.
- However, video games can also improve attention and problem-solving skills when used strategically with feedback, goals, time limits, and by requiring physical activity before digital play. Using games as part of a multi-modal intervention that
The Use and Impact of Video Games and Digital Media for Children with ADHDRandy Kulman
The document summarizes a presentation on using video games and digital media to help children with ADHD. It discusses how video games require executive functioning skills. It also notes that video games provide immediate feedback, engagement, and practice of skills like planning and cognitive flexibility. However, the document states that existing games are not designed to specifically promote skills for ADHD and don't teach generalization. It recommends using a differentiated instruction model to identify individual skills to practice in games, along with discussion and practice of skills outside of games.
Video gaming impact on children
The presentation discusses the positive effects that video games can have on children between ages 0-16. It argues that video games can enhance cognitive skills like problem solving, logic, hand-eye coordination and spatial awareness. They also promote creativity, quick thinking, strategy and risk-taking. When supervised, video games can be educational and help children learn concepts like math, planning and teamwork. However, the effects depend on the type of game played and moderation is important.
NAEYC AC 2012: Cooperative and Collaborative Preschoolers Learning with Multi...Hatch Early Learning
This document summarizes a presentation on a study examining cooperation and collaboration among preschoolers using an interactive multi-touch table. The study found that the preschoolers exhibited mostly cooperative behaviors while playing educational games on the table, with some collaborative and competitive behaviors also observed. Specifically, the children verbally and physically demonstrated cooperation through actions like finding objects near their space and celebrating together. Collaboration was shown through behaviors like moving objects for peers to reach and high-fiving after finishing activities. A moderate level of competition also emerged but was not excessive. The children engaged with the technology successfully and were excited to interact on the multi-touch surface.
Generalization of Game-Based Learning for Children with ADHDRandy Kulman
This document summarizes a presentation about using game-based learning to help children with ADHD. It discusses what is known about how children with ADHD engage with video games, why video games could help children with ADHD given their engagement and feedback characteristics, the types of interventions that are effective for ADHD, and how to design games to specifically target and teach executive functioning skills while also promoting generalization. The presentation provides examples of research on how games can improve skills like working memory and discusses the importance of mediation and guided discussion to help children apply skills learned through games to real-world situations.
Popular Games and Apps for Children with Autism-Games for Health 2014Randy Kulman
This document discusses popular games and apps for children with autism. It notes that children with autism spend more time engaged with electronic media than any other activity. Video games and television appeal to children with autism because they are visual, predictable, and help avoid social interactions which cause anxiety. Popular activities for children with autism include non-social media like video games and television rather than social media. The document provides recommendations for using video games with children with autism and discusses therapeutic apps that can help with communication and social skills.
Learning and brain final draft for slideshareRandy Kulman
- Playing digital games and using technology can benefit children with ADHD if done appropriately. Games may improve attention and executive functioning when designed to target these skills.
- Parents should set clear limits on screen time and prioritize completing schoolwork and chores before digital play. Using timers can help children with ADHD manage their time spent playing games.
- Encouraging physical activity before digital play is important as exercise can improve focus. Active games like Wii Sports are recommended over sedentary screen time. Setting rules for media use can support children's development and treatment.
Playing smarter in the digital world (2)Randy Kulman
- The document discusses how digital media like video games are pervasive in children's lives, especially those with ADHD. It explores research on both the positive and negative impacts of technology on learning and attention for these children.
- While some studies found no difference in time spent playing games between children with ADHD and peers, others found they may process information more slowly or struggle with complex problem-solving in games. Excessive use has also been linked to increased inattention.
- However, video games can also improve attention and problem-solving skills when used strategically with feedback, goals, time limits, and by requiring physical activity before digital play. Using games as part of a multi-modal intervention that
The Use and Impact of Video Games and Digital Media for Children with ADHDRandy Kulman
The document summarizes a presentation on using video games and digital media to help children with ADHD. It discusses how video games require executive functioning skills. It also notes that video games provide immediate feedback, engagement, and practice of skills like planning and cognitive flexibility. However, the document states that existing games are not designed to specifically promote skills for ADHD and don't teach generalization. It recommends using a differentiated instruction model to identify individual skills to practice in games, along with discussion and practice of skills outside of games.
Video gaming impact on children
The presentation discusses the positive effects that video games can have on children between ages 0-16. It argues that video games can enhance cognitive skills like problem solving, logic, hand-eye coordination and spatial awareness. They also promote creativity, quick thinking, strategy and risk-taking. When supervised, video games can be educational and help children learn concepts like math, planning and teamwork. However, the effects depend on the type of game played and moderation is important.
NAEYC AC 2012: Cooperative and Collaborative Preschoolers Learning with Multi...Hatch Early Learning
This document summarizes a presentation on a study examining cooperation and collaboration among preschoolers using an interactive multi-touch table. The study found that the preschoolers exhibited mostly cooperative behaviors while playing educational games on the table, with some collaborative and competitive behaviors also observed. Specifically, the children verbally and physically demonstrated cooperation through actions like finding objects near their space and celebrating together. Collaboration was shown through behaviors like moving objects for peers to reach and high-fiving after finishing activities. A moderate level of competition also emerged but was not excessive. The children engaged with the technology successfully and were excited to interact on the multi-touch surface.
STEAM: Roadmap to a Successful Educational Technology ProgramHatch Early Learning
This document provides guidance on developing a successful educational technology program for early learners. It discusses starting with early learners and taking a STEAM approach. The document outlines four key ideas to bring together in a program: research findings, program philosophy, best practices, and local evaluation. It provides tips for finding reputable research, staying true to program philosophy, determining best practices, evaluating technology appropriately, and conducting local evaluation. The overall message is that educational technology needs to be implemented intentionally based on research and the needs of the specific program and learners.
Evaluating Educational Technology in Early Childhood [At the McCormick Center]Hatch Early Learning
This document discusses evaluating educational technology for early childhood education. It begins with introductions and defining educational technology. It then discusses research showing positive cognitive, social-emotional, and learning outcomes for young children using developmentally appropriate technology. The research indicates that technology can promote language, literacy, writing, math, motivation, problem-solving skills and more. The document also covers special needs learners, dual language learners, and different types of interactive technologies like touchscreens, interactive whiteboards, and mobile devices. It emphasizes selecting technology based on goals, the technology, and appropriate content for young children.
This document discusses using technology for progress monitoring in early childhood education. It explains that progress monitoring is important for determining if students are benefiting from instruction and improving programs for struggling students. Technology can enhance progress monitoring by helping teachers store, organize, interpret, and share student performance data collected through methods like checklists, observations, and computerized reports. The document provides examples of technology tools for progress monitoring and offers guidance on effectively implementing technology-based progress monitoring through steps like setting goals, taking an inventory of available tools, focusing data collection, and analyzing information to inform instruction.
Digital game-based learning (DGBL) incorporates educational content into video games to engage learners by drawing on constructivist learning theory. DGBL mirrors how the human brain learns through experiences and simulations, providing motivation and fun for 21st century learners. While some educators have misconceptions that games are too violent, a waste of time, or don't align with curriculum, the document provides strategies for finding appropriate browser-based instructional games to incorporate into lessons.
advantages and disadvantages of video gamesjaydenyuki
Video games can provide cognitive benefits like improved problem-solving skills, hand-eye coordination, and multitasking abilities. However, excessive video game play may lead to negative social consequences such as isolation and increased aggression for some individuals. While video games offer mental stimulation when enjoyed in moderation, parents must guide children on setting appropriate limits and choosing content wisely to maximize benefits and minimize potential downsides.
This document discusses evaluating technology for early learners. It begins by defining educational technology and reviewing research showing benefits to cognitive development, social-emotional development, and special needs. It discusses developmentally appropriate practice for technology and integrating it into the classroom in a thoughtful, intentional manner. Key aspects to consider when evaluating technology include learning goals, content, age-appropriateness, and engagement. The document concludes by discussing examples of technology use in classrooms and maintaining connections in the early childhood technology field.
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
Learning objectives
Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
Level Up! Games & Gamification for Teaching and LearningMichael M Grant
This document discusses integrating games and gamification to support teaching and learning. It begins by distinguishing between gaming and gamification, with gaming focused on entertainment and gamification applying game design elements to non-game processes. Background research shows students who play games daily outperform those using social media daily in academics, and that games demonstrating debriefing and feedback have better results. The document then outlines various gaming and gamification options like alignment to content, commercial games, and augmented reality. It provides examples and discusses elements of good game and gamification design.
Using technology can support young children's social-emotional development in several ways. Research has found that technology use in early childhood classrooms does not disrupt play and can facilitate positive social interaction, cooperation, and language development. Some skills that technology can help develop include social relationships, self-awareness, self-regulation, and persistence. When designing technology activities and environments for young children, it is important to consider characteristics like interactivity, child-friendliness, and alignment with developmental skills and standards. Examples of best practices include using drawing software for children to depict emotions, videoconferencing to build relationships, and multi-touch tables to encourage collaboration. Monitoring progress is also essential for social-emotional development.
This document discusses gamification and game-based learning. It begins by defining gamification as applying game design elements to non-game applications to make them more fun and engaging. Some benefits of gamifying the classroom mentioned include increased motivation, opportunities for assessment and learning, and incorporating fun. Game mechanics that can be used include badges, leaderboards, levels, and challenges/quests. The document also discusses how gamification can be used to support different types of motivation and tasks. Overall, the document advocates for using game design elements and game creation to make learning more engaging and to help students develop important skills.
The document discusses gamification of learning and instruction. It provides examples of how game elements like interactivity, immersion and engagement can lead to meaningful learning. Specifically, it discusses using challenges, fantasy, curiosity and feedback in learning. It recommends using characters, stories and simulations to embed learning in contexts. The document also provides examples of how gamification has improved learning outcomes and business results for companies that have used gamified learning experiences.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
The document discusses research on using interactive whiteboards with preschool-aged children to teach literacy and math content. It summarizes a study that found preschoolers who used an interactive whiteboard system focused on literacy and math made significant gains on standardized tests of early literacy and math skills over 6 months. The study provides initial support that educational technology can be used successfully with young children to improve school readiness if implemented appropriately. Limitations are noted and future research is suggested.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Andrew Hughes - Gamification vs. Game-Based LearningSeriousGamesAssoc
Gamification involves using game mechanics and thinking in non-game contexts to engage users and solve problems. It uses points, levels, progress bars, leaderboards, and badges to motivate behavior. Game-based learning involves using games to motivate learning. It places learning activities within a game's storyline and fantasy context. Game-based learning aims to engage users and provide immediate feedback and rewards to support cognitive learning. Examples include using motion tracking, augmented reality, and immersive experiences to create educational games. Best practices for gamification and game-based learning include focusing on learning objectives, using rewards systems, testing designs iteratively, and measuring outcomes and return on investment.
Game based learning gamer's expectation of e learning - Manu Melwin Joymanumelwin
Here are some of the traits that gamers expect from eLearning, or else some of the expectations to be mindful of when approaching eLearning as a game based learning activity
What Educators Can Learn From the Video Game IndustryBryan Fendley
The document discusses how educators can learn from principles of game design used in the video game industry, identifying 15 instructional design principles found in video games and examples of how those principles have been implemented in educational settings through gamification techniques and technologies. It also outlines Bryan Fendley's workshop on this topic, which incorporated various game elements and mechanics to engage participants.
Generalization of Game-Based Learning for Children with ADHDRandy Kulman
Learningworks for Kids presents its clinic research on video game learning in children with ADHD. Presented at the 2012 Annual APA Convention as a symposium discussion.
The Best Apps, Games, and Software to Help Your Child SucceedRandy Kulman
This document discusses using video games and digital media to help children with ADHD. It provides guidelines for the amount of time children of different ages should play video games and describes the characteristics of effective interventions and games for children with ADHD. Specifically, it recommends that video games help children with ADHD by requiring executive functioning skills like planning, organization, and time management. Effective games are engaging, practice specific skills like focus and working memory, promote persistence, and can generalize skills to the real world. Examples provided are Amazing Alex and Angry Birds.
Games and apps for improving executive functions in children with adhdRandy Kulman
This document discusses using games and apps to improve executive functions in children with ADHD. It provides an overview of executive functions and their importance, especially for children with ADHD. Games and apps can help support, practice, and develop executive functions through varied and engaging activities. However, digital technologies alone are not enough - effective teaching is also needed to transfer skills from games to real-world activities. Characteristics of interventions that work best for children with ADHD include immediate feedback, engagement, and individualization.
This document discusses how digital games like Minecraft and Angry Birds can help develop executive functioning skills in children with ADHD and autism. It explains that games provide opportunities to practice skills like flexibility, planning, problem-solving and self-control in an engaging way. The document provides recommendations on game use, including making play social and balanced with other activities, and providing structure and guidance from parents/teachers.
A Clinician's Primer to Video Game and Digital Media use in ChildrenRandy Kulman
This document provides an overview of digital media use in children and discusses implications for clinicians. Some key points include:
- Children, including those with ADHD, spend significant time engaged with digital media like video games, television, and computers.
- Research shows video games can help children with ADHD by keeping them engaged through feedback, challenge, and multimodal presentation. However, excessive use may impact attention spans.
- Video games require skills like planning, cognitive flexibility, and working memory that are important for children with ADHD to practice.
- Studies show technologies like Cogmed can improve specific skills like working memory, while action games may boost selective attention.
- Clinicians are advised to understand children's
STEAM: Roadmap to a Successful Educational Technology ProgramHatch Early Learning
This document provides guidance on developing a successful educational technology program for early learners. It discusses starting with early learners and taking a STEAM approach. The document outlines four key ideas to bring together in a program: research findings, program philosophy, best practices, and local evaluation. It provides tips for finding reputable research, staying true to program philosophy, determining best practices, evaluating technology appropriately, and conducting local evaluation. The overall message is that educational technology needs to be implemented intentionally based on research and the needs of the specific program and learners.
Evaluating Educational Technology in Early Childhood [At the McCormick Center]Hatch Early Learning
This document discusses evaluating educational technology for early childhood education. It begins with introductions and defining educational technology. It then discusses research showing positive cognitive, social-emotional, and learning outcomes for young children using developmentally appropriate technology. The research indicates that technology can promote language, literacy, writing, math, motivation, problem-solving skills and more. The document also covers special needs learners, dual language learners, and different types of interactive technologies like touchscreens, interactive whiteboards, and mobile devices. It emphasizes selecting technology based on goals, the technology, and appropriate content for young children.
This document discusses using technology for progress monitoring in early childhood education. It explains that progress monitoring is important for determining if students are benefiting from instruction and improving programs for struggling students. Technology can enhance progress monitoring by helping teachers store, organize, interpret, and share student performance data collected through methods like checklists, observations, and computerized reports. The document provides examples of technology tools for progress monitoring and offers guidance on effectively implementing technology-based progress monitoring through steps like setting goals, taking an inventory of available tools, focusing data collection, and analyzing information to inform instruction.
Digital game-based learning (DGBL) incorporates educational content into video games to engage learners by drawing on constructivist learning theory. DGBL mirrors how the human brain learns through experiences and simulations, providing motivation and fun for 21st century learners. While some educators have misconceptions that games are too violent, a waste of time, or don't align with curriculum, the document provides strategies for finding appropriate browser-based instructional games to incorporate into lessons.
advantages and disadvantages of video gamesjaydenyuki
Video games can provide cognitive benefits like improved problem-solving skills, hand-eye coordination, and multitasking abilities. However, excessive video game play may lead to negative social consequences such as isolation and increased aggression for some individuals. While video games offer mental stimulation when enjoyed in moderation, parents must guide children on setting appropriate limits and choosing content wisely to maximize benefits and minimize potential downsides.
This document discusses evaluating technology for early learners. It begins by defining educational technology and reviewing research showing benefits to cognitive development, social-emotional development, and special needs. It discusses developmentally appropriate practice for technology and integrating it into the classroom in a thoughtful, intentional manner. Key aspects to consider when evaluating technology include learning goals, content, age-appropriateness, and engagement. The document concludes by discussing examples of technology use in classrooms and maintaining connections in the early childhood technology field.
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
Learning objectives
Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
Level Up! Games & Gamification for Teaching and LearningMichael M Grant
This document discusses integrating games and gamification to support teaching and learning. It begins by distinguishing between gaming and gamification, with gaming focused on entertainment and gamification applying game design elements to non-game processes. Background research shows students who play games daily outperform those using social media daily in academics, and that games demonstrating debriefing and feedback have better results. The document then outlines various gaming and gamification options like alignment to content, commercial games, and augmented reality. It provides examples and discusses elements of good game and gamification design.
Using technology can support young children's social-emotional development in several ways. Research has found that technology use in early childhood classrooms does not disrupt play and can facilitate positive social interaction, cooperation, and language development. Some skills that technology can help develop include social relationships, self-awareness, self-regulation, and persistence. When designing technology activities and environments for young children, it is important to consider characteristics like interactivity, child-friendliness, and alignment with developmental skills and standards. Examples of best practices include using drawing software for children to depict emotions, videoconferencing to build relationships, and multi-touch tables to encourage collaboration. Monitoring progress is also essential for social-emotional development.
This document discusses gamification and game-based learning. It begins by defining gamification as applying game design elements to non-game applications to make them more fun and engaging. Some benefits of gamifying the classroom mentioned include increased motivation, opportunities for assessment and learning, and incorporating fun. Game mechanics that can be used include badges, leaderboards, levels, and challenges/quests. The document also discusses how gamification can be used to support different types of motivation and tasks. Overall, the document advocates for using game design elements and game creation to make learning more engaging and to help students develop important skills.
The document discusses gamification of learning and instruction. It provides examples of how game elements like interactivity, immersion and engagement can lead to meaningful learning. Specifically, it discusses using challenges, fantasy, curiosity and feedback in learning. It recommends using characters, stories and simulations to embed learning in contexts. The document also provides examples of how gamification has improved learning outcomes and business results for companies that have used gamified learning experiences.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
The document discusses research on using interactive whiteboards with preschool-aged children to teach literacy and math content. It summarizes a study that found preschoolers who used an interactive whiteboard system focused on literacy and math made significant gains on standardized tests of early literacy and math skills over 6 months. The study provides initial support that educational technology can be used successfully with young children to improve school readiness if implemented appropriately. Limitations are noted and future research is suggested.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Andrew Hughes - Gamification vs. Game-Based LearningSeriousGamesAssoc
Gamification involves using game mechanics and thinking in non-game contexts to engage users and solve problems. It uses points, levels, progress bars, leaderboards, and badges to motivate behavior. Game-based learning involves using games to motivate learning. It places learning activities within a game's storyline and fantasy context. Game-based learning aims to engage users and provide immediate feedback and rewards to support cognitive learning. Examples include using motion tracking, augmented reality, and immersive experiences to create educational games. Best practices for gamification and game-based learning include focusing on learning objectives, using rewards systems, testing designs iteratively, and measuring outcomes and return on investment.
Game based learning gamer's expectation of e learning - Manu Melwin Joymanumelwin
Here are some of the traits that gamers expect from eLearning, or else some of the expectations to be mindful of when approaching eLearning as a game based learning activity
What Educators Can Learn From the Video Game IndustryBryan Fendley
The document discusses how educators can learn from principles of game design used in the video game industry, identifying 15 instructional design principles found in video games and examples of how those principles have been implemented in educational settings through gamification techniques and technologies. It also outlines Bryan Fendley's workshop on this topic, which incorporated various game elements and mechanics to engage participants.
Generalization of Game-Based Learning for Children with ADHDRandy Kulman
Learningworks for Kids presents its clinic research on video game learning in children with ADHD. Presented at the 2012 Annual APA Convention as a symposium discussion.
The Best Apps, Games, and Software to Help Your Child SucceedRandy Kulman
This document discusses using video games and digital media to help children with ADHD. It provides guidelines for the amount of time children of different ages should play video games and describes the characteristics of effective interventions and games for children with ADHD. Specifically, it recommends that video games help children with ADHD by requiring executive functioning skills like planning, organization, and time management. Effective games are engaging, practice specific skills like focus and working memory, promote persistence, and can generalize skills to the real world. Examples provided are Amazing Alex and Angry Birds.
Games and apps for improving executive functions in children with adhdRandy Kulman
This document discusses using games and apps to improve executive functions in children with ADHD. It provides an overview of executive functions and their importance, especially for children with ADHD. Games and apps can help support, practice, and develop executive functions through varied and engaging activities. However, digital technologies alone are not enough - effective teaching is also needed to transfer skills from games to real-world activities. Characteristics of interventions that work best for children with ADHD include immediate feedback, engagement, and individualization.
This document discusses how digital games like Minecraft and Angry Birds can help develop executive functioning skills in children with ADHD and autism. It explains that games provide opportunities to practice skills like flexibility, planning, problem-solving and self-control in an engaging way. The document provides recommendations on game use, including making play social and balanced with other activities, and providing structure and guidance from parents/teachers.
A Clinician's Primer to Video Game and Digital Media use in ChildrenRandy Kulman
This document provides an overview of digital media use in children and discusses implications for clinicians. Some key points include:
- Children, including those with ADHD, spend significant time engaged with digital media like video games, television, and computers.
- Research shows video games can help children with ADHD by keeping them engaged through feedback, challenge, and multimodal presentation. However, excessive use may impact attention spans.
- Video games require skills like planning, cognitive flexibility, and working memory that are important for children with ADHD to practice.
- Studies show technologies like Cogmed can improve specific skills like working memory, while action games may boost selective attention.
- Clinicians are advised to understand children's
Teaching Executive Functioning Skills Using Google Tools and AppsRandy Kulman
The document discusses using Google tools and apps to teach executive functioning skills to children, particularly those with ADHD, learning disabilities, autism spectrum disorder, or who are alternative learners. It provides an overview of executive functions and their importance. Research shows video games can improve executive functions like working memory and problem solving when used as a teaching tool. Google tools keep children engaged and provide feedback. The key is effective teaching to help children apply these skills to real-world situations, as games alone are not enough.
Too Much Minecraft: What can parents do about too much screen time? Chadd Int...Randy Kulman
This document summarizes a presentation about managing screen time for children with ADHD. It discusses why children with ADHD are often engaged by digital media due to the feedback and engagement. Both positive and negative impacts of technology are reviewed from research. Specific games like Minecraft are described as having potential benefits for executive functions, but also requiring limits and guidance. Recommendations are provided for selecting games, setting limits, and using tools to manage screen time. The importance of a balanced "play diet" including other activities is emphasized.
Improving Executive Functioning Skills with Video Games and Digital MediaRandy Kulman
This document discusses how digital games and media can be used to improve executive functioning skills in children with special needs or developmental disorders. It provides an overview of executive functions and explains how certain games can target specific skills like focus, planning and flexibility. The document also outlines concerns about excessive technology use and provides strategies for responsible digital mentoring, including establishing a balanced play diet, playing together, developing digital literacy skills and connecting game skills to real-world situations. Research is presented indicating that computerized instruction and games can promote learning and attention in children.
This document discusses the effects of computer games on students. It notes that most teens play video games, and games can motivate students and foster collaboration. Well-designed games that allow sufficient time for play and are integrated into the curriculum can positively impact students' behavior, learning, and academic achievement by appealing to how their brains develop through activities like problem-solving. However, excessive unmonitored game play could potentially lead to social isolation or aggressiveness in some students.
CHADD 2014 Should Children with ADHD Play Minecraft?Randy Kulman
This document discusses potential benefits and concerns regarding children with ADHD playing Minecraft. It summarizes research showing that video games can positively impact cognition, motivation, social behavior, and emotion regulation for children. Specifically, games may improve spatial skills, problem-solving, persistence, and social/emotional regulation. However, children with ADHD or autism are more at risk for problematic game use. Inattention is linked to problematic use, and role-playing games are associated with issues for those with autism. The document examines whether parents and educators have choice regarding technology and considers developmental trends in media use.
How Video Games can Improve Executive FunctionsRandy Kulman
This document discusses how video games can be used to improve executive functions in children. It summarizes research showing that video games can positively impact skills like processing speed, working memory, and social behaviors. Specific games are described as helping with areas like reading fluency, cognitive flexibility, and brain development. The presentation notes that video games are engaging for children and can provide sustained practice of important skills. However, games alone may not be enough and need to be combined with explicit teaching to help skills generalize to the real world. Effective game-based learning involves embedding teaching principles into games and collaborative play to foster skill development.
This document discusses the potential positive and negative effects of video games. Positively, video games may help with learning, cognitive thinking, problem solving, and dexterity when played in moderation. Some experts say video games can improve visual attention and the ability to mentally manipulate objects. However, violent video games, too much screen time, and addiction may promote aggression and depression. The document also notes most parents are unaware of the content and ratings of their children's games. Overall, the document presents views on both the upsides and downsides of video game usage.
Video games can provide both benefits and risks to children. When played in moderation, games may improve children's intellectual, social, and visual skills as well as decision making speed and self-confidence. However, excessive gaming can negatively impact social development and health by reducing time spent on other activities and weakening eyesight. Parents must consider each child's needs and monitor gaming time to maximize benefits and minimize risks.
Randy Kulman - Using Popular Video Games to Improve Executive Functions and S...SeriousGamesAssoc
Presenter: Randy Kulman, President, LearningWorks for Kids
Video games can improve a variety of cognitive skills such as attention, fluid reasoning, and processing speed. Recent studies have also demonstrated how playing selected video games can directly improve executive functioning and social emotional learning skills, keys for problem solving, collaboration, and self control. This presentation will review the research connecting video game play and improvements seen on skills such as cognitive flexibility, working memory, and social awareness. In addition, it will identify dozens of popular games including Minecraft, Portal 2, and Angry Birds where executive and SEL skills are practiced. Then the presentation will identify methods for transforming game-based skills into real world competencies. Specific previewing, metacognitive, and generalization strategies that optimize skill development from game play will be explored. Suggestions for game publishers for modding popular games and embedding generalization strategies in order to improve executive functioning and SEl skills into games will be discussed.
The negative and positive impacts of video games2bradjgibbons
This document provides a literature review on the negative and positive impacts of video games on student development. It discusses how video games can positively impact student motivation, collaboration, brain-based learning, and academic achievement when appropriately designed and integrated into the classroom. However, excessive video game play that replaces other activities can negatively impact student behavior through increased social isolation, dependency, or aggressiveness. The document concludes that video games have the most benefit when designed for the curriculum, student abilities are monitored by parents and teachers.
The negative and positive impacts of video gamesbradjgibbons
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Similar to Understanding video game play and parent perceptions in children with ADHD (20)
Understanding video game play and parent perceptions in children with ADHD
1. Understanding Video Game Play
and Parent Perceptions in Children
with ADHD
Randy Kulman, Ph.D.
randy@learningworksforkids.com
@rkulman
Lara J. Kaplan Goodrich, PhD
Uchenna Enah
Monica Mabe, MA
LearningWorks for kids Eastern Psychological Association
www.learningworksforkids.com Annual Meeting March1-4, 2013
@lw4k New York, N.Y.
2. Presentation Disclosure
Randy Kulman, Ph.D. commercial interests:
• President, Majority Stockholder, LearningWorks for
Kids, Inc.
• Cogmed Working Memory provider
3. Overview
• What do we know about children with ADHD and
video games?
• Why use video games and digital media to help
children with ADHD?
• What are the characteristics of interventions proven to
work with children with ADHD?
• Why do children with ADHD not become scholars
after playing video games?
• What can we do to make video games a more
productive learning tool for children with ADHD?
4. What do we know about ADHD kids
and video games?
• Clinical and anecdotal
observations - too much and
often too intensely! (but this is
exactly why we need to use this
behavior)
• No research evidence of
difference concerning frequency
or duration of play between
ADHD and typically-developing
children ages 10 to 12.
• Similar enjoyment for the same
types of games (Bioulac 2008).
• South County Child and Family
Consultants Data
5. LWK study of ADHD kids and
parents on video game play
• (Current sample of 60 children with a primary
ADHD diagnosis based upon a full
neuropsychological evaluation)
• Survey asks parents to describe their own
media usage to see if it is correlated to
attitudes regarding video games
• Also asks them to describe their concerns
and hopes for benefits of video games and
other digital media
• Digital media use of ADHD kids- Most time
television, video games, music (different from
what is seen in national studies of typically
developing kids)
6. Children, parents, and video game play
How many hours a week does your child spend
playing video games?
• 34% Less than 1 hour per
• 32% 2-4 hours
• 20% 5-7 hours
• 13% 8+ hours
How many hours per week do you spend
observing or interacting with your child when they
play video games?
• 23% no time
• 46% less than 1 hour
• 27% 1-5 hours
• 4% 6+ hours
7. Children, parents, and video game play
Do you play video games with your child?
• 25% Never
• 57% Sometimes
• 14% Often
• 3% Always
How much do you believe that video games can
help your child with problem solving?
• 34% Somewhat
• 25% Quite a bit
• 19% A little bit
• 13% A great deal
• 8% Not at all
8. Children, parents, and video game play
Describe the level of concern you have about your
child’s video game play leading to video game
addiction.
• 66% Not at all concerned
• 29% Concerned
• 5% Extremely concerned
Do you monitor the length of time your child plays
video games?
• 8% Never
• 20% Sometimes
• 27% Often
• 45% Always
9. Children, parents, and video game play
Do you believe that video game play can benefit
your child?
• 40% Somewhat
• 21% Quite a bit
• 13% A little bit
• 12% A great deal
• 14% Not at all
10. Why use video games and digital media to
help children with ADHD?
• Video game play requires the use of executive
functioning skills.
• Other skills such as organization and metacognitive
skills are required for success.
• Both simple and complex video
games regularly use skills such
as planning, cognitive
flexibility, self-control, and time
management.
• Many games specifically tax
working memory skills and
attentional skills.
11. Why use video games and digital
media to help kids with ADHD?
Kids with ADHD or Video Games and Digital Media
Attention Difficulties
May become easily bored and • Require ever-changing skills
unable to sustain attention • Employ video, sounds, words, and
actions
• Multi-modal
Often require immediate • Provide clear and immediate feedback
reinforcement or consequence • Constantly let player know what he is
to stay focused on a task. doing wrong and right
Often require that their body or • Extremely engaging
mind to be actively engaged. • Many require physical and cognitive
involvement
12. Why use video games and digital
media to help kids with ADHD?
Kids with ADHD or Attention Video Games and Digital Media
Difficulties
Usually have problems with • Teach by trial and error or
following directions. guided discovery
• Require that the player
understand the instructions in
order to succeed
May struggle to learn new • Most negative feed back from
information and experience video games and other digital
frustration or low self-esteem as a media occurs privately.
result. • Causes less embarrassment
and frustration
• Teaches the player how to
handle these emotions
13. What are the characteristics of interventions
that work best with children With ADHD?
• Point of performance interventions
• Immediacy of feedback
• Powerful and engaging feedback and
meaningful consequences
• Multimodal presentations and
multiple intervention agents
• Individualized to child’s
capacities
• Strategic teaching principles
including: previewing, setting
explicit
goals, partnering, metacognition,
and generalization strategies
14. Why do children with ADHD not become
scholars after playing video games?
• Existing games are generally not designed to promote
skills in children with ADHD.
• Existing games focus on
other things, while using
important thinking skills.
• Metacognitive skills are not
built into existing video
games.
• Generalization and strategic
teaching skills are not built
into existing game.
15. Research on Executive/Thinking
Skills and Video Games
• LWK pilot research on differentiated instruction,
targeting areas of EF weakness with video
games
• Combination of board and video games improve
fluid reasoning and processing speed (Mackey,
2011)
• Working memory video games improve WM, fluid
reasoning skills (Cogmed ) Intensity/duration
• Computer-based training improves executive
attention in preschoolers (Rueda, 2005)
• Video game like math and reading programs
improves learning, reduces attention symptoms
• Games that increase cognitive load and used as
a teaching tool by parents reduce ADHD
symptoms in Preschoolers (Halperin, 2012)
• Dovis et al, 2011-Motivation from games and WM
16. How well do game based skills
transfer to the real world?
• Game play alone results in modest
improvements in real-world executive
skills
• Children with learning and attention
problems have problems in
generalizing strategies
• Kids like to talk about playing video
games and may be willing to learn
from that
• Games prompt partnering and
motivation to learn executive skills
• Practice and rehearsal of executive
skills
17. BUT…games are not enough!!!
• The key to success is effective
teaching or mediation (can be done in
the game)
• Teachers (including
peers, parents, and imbedded
instruction) make the connection
between game-based learning and
real-world skills
• Actual learning requires knowledge of
the skill, understanding how and when
to use it, and practice across many
situations…generalization and
strategic teaching approaches
18. What can we do to make video games a more
productive learning experience for children with
ADHD?
• Utilize a differentiated instructional model that identifies
the specific skills that a child with ADHD needs to
improve
• Teach skills and then practice them in game and
technology play
• Talk about gameplay and skills, metacognitive
approaches
• Build generalization
strategies, practice skills
outside of the game
• Consider duration and intensity
of game play to practice skills
• Mediated learning, including
parents, psychologists, educat
ors, and peers
19. Play Together
• Talk before, during, and after gameplay.
Choose gameplay goals with your child.
• Have fun playing the game with your
child!
• Reflect on gameplay, emphasizing the
use of the targeted thinking or academic
skills.
• Direct your discussion to how these same
skills are useful in daily activities.
• http://www.learningworksforkids.com
20. Make it Work
• Explain the benefits of digital
play, and introduce the skills being
exercised in the game.
• Encourage non-digital activities that
use the same skills.
• Regularly connect game-based
skills to things your child is
struggling with in the real-world.
• Try different games and skills
My own interest- 27 years of child clinical practice“what do you like to do, your strengths?”- Video games, TV, and Legos
Bioulac (2012) ADHD kids look very similar to TD peers on video game performanceComparing computer as opposed to analog technologies on neuropsychological testing -compared typically-developing children with atypically-developing children on theWisconsin Card Sorting Test computerized version versus deck of cards, and there was a smaller difference on the computerized version (Oznoff 1995).Lingineri (2012) data, ADHD kids 90% spend more than 1 hr per day on computer, TD kids 80% spend more than 1 hr per day on computerSouth County dataVideo games are second most used technology after TV, not 3rd as in national surveys (after music)Have 125 families in initial study, have revised questionnaire.Alos have child questionnaire, looing for other sites
Much less than Kaiser Foundation Study 2010 – 7 hours 38 minutes per day of time with digital mediaOur numbers much lower- due to estimates rather than diariesIs it an issue of social desirability?
Kaiser and other data suggest that about 30% of parents play video games with their kidsParents who reported themselves as more active participants in their child’s video game play reported a greater belief that video games could help their child with planning, time management, understanding themselves/others, and overall performance in school.
Increasing numbers of educators, parents, clinicians are seeing game-based learning as a legitimate approach.There are real concerns re. addiction, more so seen in data from other countries such as South Korea.
General strategies that work with ADHD children… something to do, to be able to move, to be able to talk , or to be able to fidget when concentratingResearch on ADHD and vigorous exercise (Verret et al 2010, Ratey in Spark)…what about exergames as a tool for increasing focusing skillsBest (2011) Exergaming immediately enhance EFs
LWK pilot research (N=10) that targeted areas of specific EF weakness resulted in gains in these areas, not in others, similar to what Mackey found where they targeted sollely by the games played, =rather than by child’s needs and games/playbooks selectedOther studies support targeted approaches, the use of mediators, the importance of intensity and duration (5-6 weeks 40 minutes per day)Clarfield and Stoner; early reading skill development--HeadsproutOta and DuPaul; math skills practice—Math BlasterMautone, DuPaul, Jitendra; math skillsDovis study- video games enhance motivation which improves WM
Games as a teaching tool,Building metacognition and generalization into processTargeting skills individuallyHot vs. cold Efs, games seem to be better for cognitive than self control skills ( eg planning, cognitive flexibility, organization, time management, task initiation…than regulation of affect, response inhibition)
Mediation, metacognition, goal setting, FUN!
Far transfer and metacognitionPractice across settingsExpand the skill sets to other similar skills