Games for Health - Elke Schoneveld - The other 40%: Video games as children's mental health intervention

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The document discusses using video games as an intervention for childhood anxiety and mental health issues. It describes the development of Mindlight, a neurofeedback video game designed to help anxious children by incorporating exposure therapy, relaxation techniques, and attention bias modification. Preliminary results showed that anxiety symptoms decreased for children who played Mindlight as well as another game called Max. Children reported that Mindlight was more fun and engaging than Max. The study aims to further evaluate Mindlight's effectiveness in reducing anxiety symptoms.

Healthcare

The other 40%: Video games as children's mental health intervention
Elke A. Schoneveld, MSc.
Dr. Anna Lichtwarck-Aschoff
Prof. Dr. Isabela Granic
Games for Health Europe –Utrecht
PhD on the Move
Oktober 2014

Interventions for childhood anxiety symptoms
Barriers:
1. Lackof engagement
2. No motivationto practice
3. Limitedaccessibility
4. High cost
5. Stigmatization
Video games addressall these barriers
Benefit
No benefit
40%
My PhD:
60%

Mindlight
First neurofeedback game designed specifically for anxious kids
Developed by a multidiciplinary team of game developers, clinicians and researchers (Play Nice Institute)
Explore scary mansion

Evidence-based strategies applied in game context
Neurofeedback: visuali-
zation brain waves
Exposure (Wolpe, 1968): confront your fears
Relaxation: remaincalm& combatfear
ABM (Bar-Haim, 2010): focus on+, disengagethreath

Mindlight trailer
http://www.youtube.com/watch?v=3uqmso9xoss
Mindlight"WalkingintoDarkness"

Participants
Screening~ 800 childrenw/ anxietyquestionnaire (SCAS)
~ 160 childrenw/ elevatedanxietysymptoms
135 participatingchildren
67 children
68 children

Design
Screening
Pretest
Play sessions
Posttest
Follow-up

Preliminaryresults –anxiety symptoms
AnxietysymptomsdecreasewithMindlightand withMax

Preliminary results –game evaluation
Max Mindlight
Strongly agree 33%
Totally disagree 11%
Agree 33%
Disagree 4%
Neutral19%
Funforme
Strongly agree 19%
Totally disagree 21%
Agree 14%
Disagree 17%
Neutral29%
Funforme
Strongly agree 23%
Totally disagree 8%
Agree 41%
Disagree 5%
Neutral23%
Funforotherkids
Strongly agree 16%
Totally disagree 12%
Agree 32%
Disagree 8%
Neutral32%
Funforotherkids

Preliminary results –game evaluation
Max Mindlight
Strongly agree 13%
Totally disagree 25%
Agree 11%
Disagree 23%
Neutral28%
Exciting
Strongly agree 13%
Totally disagree 17%
Agree 23%
Disagree 16%
Neutral31%
Difficult
Strongly agree 24%
Totally disagree 14%
Agree 22%
Disagree 18%
Neutral22%
Exciting
Strongly agree 21%
Totally disagree 19%
Agree 14%
Disagree 14%
Neutral32%
Difficult

Thank you
Elke A. Schoneveld, MSc.
e.schoneveld@pwo.ru.nl
Supervisors:Dr. Anna Lichtwarck-Aschoff
Prof. Dr. Isabela Granic

Preliminary results –game evaluation
Max Mindlight
Strongly agree 10%
Totally disagree 25%
Agree 18%
Disagree 14%
Neutral33%
Usefuldailylive
Strongly agree 22%
Totally disagree 14%
Agree 36%
Disagree 11%
Neutral17%
Forgotthingsaround
Strongly agree 13%
Totally disagree 19%
Agree 14%
Disagree 32%
Neutral22%
Usefuldailylive
Strongly agree 16%
Totally disagree 21%
Agree 24%
Disagree 17%
Neutral22%
Forgotthingsaround

The emerge of the mobile technologies in education is confirmed by both international (Clarke et al., 2014; Fabian–Maclean, 2013; Marés, 2012) and Hungarian researches (Abonyi-Toth – Turcsanyi-Szabo, 2015; Kis-Toth – Borbas – Karpati, 2014; Racsko – Herzog, 2015). Amongst the mobile devices the tablet has an important role due to its size, long-lasting battery and intuitive user interface (Marés, 2012). According to the above mentioned tendencies, our research was organized in a primary school in Budapest, which launched its own “tablet supported education” pilot project. Our research sample covered four classes (first grade: n=28, fifth grade: n=37) and their teachers (n=12) during one school year. Our goal was to study the acceptance of the new device within educational setting and also to investigate the possibilities of its implementation in primary school, therefore we researched the attitudes and the usage profile of the mobile device. The result of the research amongst the pupils was positive; on the basis of the feedback the students felt themselves “very well” during lessons (89,5% of the lower and 91,8% of the upper primary), they “enjoyed that they could use tablets” (88,2% of the lower and 86,4% for the upper primary) and the self-reported results show that the tablet helped their learning “very much” (86% for upper primary). The teachers were satisfied with their results since more than three quarters of them “reached their pedagogical goals” at between 90% and 100%, while 85% of them replied that “the tablets helped them to reach their pedagogical goals” at a high level (90-100%). Kulcsszavak: tablet, education, primary school, attitude

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1. The other 40%: Video games as children's mental health intervention Elke A. Schoneveld, MSc. Dr. Anna Lichtwarck-Aschoff Prof. Dr. Isabela Granic Games for Health Europe –Utrecht PhD on the Move Oktober 2014

2. Interventions for childhood anxiety symptoms Barriers: 1. Lackof engagement 2. No motivationto practice 3. Limitedaccessibility 4. High cost 5. Stigmatization Video games addressall these barriers Benefit No benefit 40% My PhD: 60%

3. Mindlight First neurofeedback game designed specifically for anxious kids Developed by a multidiciplinary team of game developers, clinicians and researchers (Play Nice Institute) Explore scary mansion

4. Evidence-based strategies applied in game context Neurofeedback: visuali- zation brain waves Exposure (Wolpe, 1968): confront your fears Relaxation: remaincalm& combatfear ABM (Bar-Haim, 2010): focus on+, disengagethreath

5. Mindlight trailer http://www.youtube.com/watch?v=3uqmso9xoss Mindlight"WalkingintoDarkness"

6. Participants Screening~ 800 childrenw/ anxietyquestionnaire (SCAS) ~ 160 childrenw/ elevatedanxietysymptoms 135 participatingchildren 67 children 68 children

7. Design Screening Pretest Play sessions Posttest Follow-up

8. Sessions

9. Preliminaryresults –anxiety symptoms AnxietysymptomsdecreasewithMindlightand withMax

10. Preliminary results –game evaluation Max Mindlight Strongly agree 33% Totally disagree 11% Agree 33% Disagree 4% Neutral19% Funforme Strongly agree 19% Totally disagree 21% Agree 14% Disagree 17% Neutral29% Funforme Strongly agree 23% Totally disagree 8% Agree 41% Disagree 5% Neutral23% Funforotherkids Strongly agree 16% Totally disagree 12% Agree 32% Disagree 8% Neutral32% Funforotherkids

11. Preliminary results –game evaluation Max Mindlight Strongly agree 13% Totally disagree 25% Agree 11% Disagree 23% Neutral28% Exciting Strongly agree 13% Totally disagree 17% Agree 23% Disagree 16% Neutral31% Difficult Strongly agree 24% Totally disagree 14% Agree 22% Disagree 18% Neutral22% Exciting Strongly agree 21% Totally disagree 19% Agree 14% Disagree 14% Neutral32% Difficult

12. Future study -2015 VERSUS

13. Future study AND

14. Thank you Elke A. Schoneveld, MSc. e.schoneveld@pwo.ru.nl Supervisors:Dr. Anna Lichtwarck-Aschoff Prof. Dr. Isabela Granic

15. Preliminary results –game evaluation Max Mindlight Strongly agree 10% Totally disagree 25% Agree 18% Disagree 14% Neutral33% Usefuldailylive Strongly agree 22% Totally disagree 14% Agree 36% Disagree 11% Neutral17% Forgotthingsaround Strongly agree 13% Totally disagree 19% Agree 14% Disagree 32% Neutral22% Usefuldailylive Strongly agree 16% Totally disagree 21% Agree 24% Disagree 17% Neutral22% Forgotthingsaround

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