Video Games: Obstruction or Asset?
Blake Plankers, M.S.ASD consultant- Moorhead Public [email protected] @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