Video Games: Obstruction or Asset?

Blake Plankers, M.S.ASD consultant- Moorhead Public Schoolsbplankers@moorheadschools.orgTwitter- @BlakePlankers

A brief history...

Where do you draw the line(s)?

What kinds of games should kids be playing?

How much should they be playing?

Should school encourage it?

Engagement vs. Escape

Other considerations?

Answer at:

The Dark Side….

Video game addiction

-What is it?

-AAP Recommendations for Screen Time

Interventions

- Counseling

-Play with them

-Teach balance - schedule- alternatives

-Understand the appeal

What’s the appeal?● Distance● Reinforcement● Stimulation● Escape● Connect

Why is this a viable way to teach?

Universal Design for Learning

- Big on Engagement- Multiple Modalities (more kinesthetic options now)- Diverse Platforms (cost-effective)- Apply across subject/need areas

Considerations before implementing

How to encourage productive perseveration:

- Define:- Purpose- Parameters- Policies (What happens we do/don’t adhere to the parameters.)

Utilize tricks of the trade: Video Models, Social Stories, Social Behavior Mapping, principles of ABA, Reinforcement, other visual strategies (TEACCH)

Access to Technology/Funding

Pokemon and Pokemon Go

Pokemon GO in the classroom

Educators' Perspectives

Navigating the wide world of Pokemon

Educational Use of Augmented and Virtual Reality (click links for apps)

Minecraft

Education Edition

Self-Regulation

Extracurricular opportunities

More examples of educational use

Multiple Platforms (Apple, Android, PC, xBox)

Open World and RPGs

Role Playing Game - a game in which players take on the roles of imaginary characters who engage in adventures, typically in a particular computerized fantasy setting overseen by a referee.

2016 study

Analyze the social world of the game. Compare and Contrast

World of Warcraft

Social Communication

● Step One: Start seeing video games as text.● 21st century socialization● Opportunities to see the world as a bigger place● Narrative Language● Use RPGs to teach social cause and effect● Perspective Taking● Incorporate into existing practices

○ Social Behavior Map for favorite character○ Power Cards○ Comic Strip Conversations

Core-subjects

Common Core

● More and more common in classrooms/educators working with designers● Be wary of the “common core” label on a game● One part of a larger system- not to replace anything

Impact on Instruction

● Small body of research connecting this type of instruction and improved test scores

● Best results with students who have not responded to traditional teaching methods

Physical Education/Recreation and Leisure

● Allows participation for students with motor limitations● Wii and xBox Kinect● "Exergaming" Study● Impact on Transition

○ Social lubricant○ Community participation○ Friendship formation

Executive Functioning

● Little research on components other than working memory● Decision Making, Problem Solving, and Risk Taking● “Brain Games”● Brain Age Nintendo● Processing Speed and Action Video Games (What kind of processing?)● Half-Life and Task Switching Efficiency● Action video games seem to be a theme in the research available● Nonviolent Games

What about behavior?

Video games modify the player’s behavior.

● Heroes, Villains, and everyone in between● Reinforcement● Accomplishment ● Predictability and Fairness ● Social Motivation (when playing as a team)● Stimulating Immersion (the world of the game)● What happens when you fail

○ “When a rule is broken, an unceremonious and short time-out is called, during which the person resets and then it's right back in the game where the default setting is one of gratitude and appreciation.” -Howard Glossar, Nurtured Heart Approach

Source Source

Behavior Support Plans

Needs

● Identity and Positive Self-Concept

● Recognition● Predictability and Fairness● Varying Levels of Social

Closeness● Constructive Temporary

Departures

-Go heavy on strengths and interests-connect reinforcement to higher-level ideas of self (Perseverant, Hard-Working, Creative, etc.)

-regular, specific positive feedback-celebrate

-involve student in plan, check for comprehension-commensurate consequences- plans for teaching and management

-provide options for multiple avenues to communicate and self-advocate

-recognize and address need to escape, collaborate on parameters, and assess effectiveness-empower self-regulation

The freedom to make mistakes and learn from them.Not Game Over but Try Again

Closing