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Video Games as Tools for Learning and Recovery

video games

Sheldon Armstrong writes that;

“Many parents see video games as time-wasting distractions and encourage their children to stop playing and to focus on their studies. A growing number of teachers and scientists, however, are beginning to see these games as valuable tools in education and therapy. Video games have the ability to teach children not only basic skills, including math, physics and language arts, but broader concepts like collaboration, spatial reasoning, and critical thinking. Innovative therapists also use existing gaming systems to develop new programs to help patients recover from a variety of accidents and illnesses.

Education
Gaming offers children an alternative to the boredom they often feel when faced with traditional methods of education. Computers and tablets are such a ubiquitous part of contemporary life that it makes sense for teachers to use them in educational curriculums.

Video games are adaptable for all levels of learning. Instead of boring rote memorization that can be off putting to kids, video games offer an exciting medium to help students conceptualize theories in subjects such as math, algebra, geometry, and physics. Games can teach problem solving, provide challenges, and encourage risk-taking, all within an educational context. These games can motivate kids in their schooling.

Spatial Reasoning
Spatial reasoning is the ability to visualize and manipulate two- and three-dimensional objects. It is a vital component in the teaching of mathematics, science, engineering, and technology. Studies have linked strong spatial reasoning skills with advanced levels of creativity and innovation. Games that encourage children to solve puzzles, build structures, and craft virtual worlds also teach children spatial reasoning. Developing spatial reasoning skills through video games not only helps kids improve basic math scores, but can also prepare them for future professional work.

Critical Thinking
Critical thinking involves understanding concepts rather than memorizing facts. In video games, players are confronted with complex problems for which they must formulate solutions and take appropriate action. Often, a number of different alternatives are presented to players, forcing them to make quick choices. This process sharpens vital critical thinking skills.

Collaboration
Though gamers are often stereotyped as people sitting alone in front of a screen, in reality, most game play is a collaborative process. Many games have multi-player options in which two players, each with a controller, work together to solve a problem or reach a goal. In a larger context, massively multi-player online role-playing games in which players from all over the Internet join forces in virtual worlds to combat foes and achieve objectives require sophisticated teamwork skills. Video games enable students to interact socially while they simultaneously develop problem-solving skills.”

To read the full article by Sheldon Armstrong click here;

http://thetechscoop.net/2013/11/27/breaking-barriers-video-games-tools-learning-recovery/

APA touts the benefits of Video Games

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From APA Press Release on November 25, 2013;

Video game play may provide learning, health, social benefits, review finds

Authors suggest balancing questions of harm with potential for positive impact

WASHINGTON – Playing video games, including violent shooter games, may boost children’s learning, health and social skills, according to a review of research on the positive effects of video game play to be published by the American Psychological Association.

The study comes out as debate continues among psychologists and other health professionals regarding the effects of violent media on youth. An APA task force is conducting a comprehensive review of research on violence in video games and interactive media and will release its findings in 2014.

“Important research has already been conducted for decades on the negative effects of gaming, including addiction, depression and aggression, and we are certainly not suggesting that this should be ignored,” said lead author Isabela Granic, PhD, of Radboud University Nijmegen in The Netherlands. “However, to understand the impact of video games on children’s and adolescents’ development, a more balanced perspective is needed.”

The article will be published in APA’s flagship journal, American Psychologist.

While one widely held view maintains playing video games is intellectually lazy, such play actually may strengthen a range of cognitive skills such as spatial navigation, reasoning, memory and perception, according to several studies reviewed in the article. This is particularly true for shooter video games that are often violent, the authors said. A 2013 meta-analysis found that playing shooter video games improved a player’s capacity to think about objects in three dimensions, just as well as academic courses to enhance these same skills, according to the study. “This has critical implications for education and career development, as previous research has established the power of spatial skills for achievement in science, technology, engineering and mathematics,” Granic said. This enhanced thinking was not found with playing other types of video games, such as puzzles or role-playing games.

Playing video games may also help children develop problem-solving skills, the authors said. The more adolescents reported playing strategic video games, such as role-playing games, the more they improved in problem solving and school grades the following year, according to a long-term study published in 2013. Children’s creativity was also enhanced by playing any kind of video game, including violent games, but not when the children used other forms of technology, such as a computer or cell phone, other research revealed.

Simple games that are easy to access and can be played quickly, such as “Angry Birds,” can improve players’ moods, promote relaxation and ward off anxiety, the study said. “If playing video games simply makes people happier, this seems to be a fundamental emotional benefit to consider,” said Granic. The authors also highlighted the possibility that video games are effective tools to learn resilience in the face of failure. By learning to cope with ongoing failures in games, the authors suggest that children build emotional resilience they can rely upon in their everyday lives.

Another stereotype the research challenges is the socially isolated gamer. More than 70 percent of gamers play with a friend and millions of people worldwide participate in massive virtual worlds through video games such as “Farmville” and “World of Warcraft,” the article noted. Multiplayer games become virtual social communities, where decisions need to be made quickly about whom to trust or reject and how to lead a group, the authors said. People who play video games, even if they are violent, that encourage cooperation are more likely to be helpful to others while gaming than those who play the same games competitively, a 2011 study found.

The article emphasized that educators are currently redesigning classroom experiences, integrating video games that can shift the way the next generation of teachers and students approach learning. Likewise, physicians have begun to use video games to motivate patients to improve their health, the authors said. In the video game “Re-Mission,” child cancer patients can control a tiny robot that shoots cancer cells, overcomes bacterial infections and manages nausea and other barriers to adhering to treatments. A 2008 international study in 34 medical centers found significantly greater adherence to treatment and cancer-related knowledge among children who played “Re-Mission” compared to children who played a different computer game.

“It is this same kind of transformation, based on the foundational principle of play, that we suggest has the potential to transform the field of mental health,” Granic said. “This is especially true because engaging children and youth is one of the most challenging tasks clinicians face.”

The authors recommended that teams of psychologists, clinicians and game designers work together to develop approaches to mental health care that integrate video game playing with traditional therapy.

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Article: “The Benefits of Playing Video Games,” Isabela Granic, PhD, Adam Lobel, PhD, and Rutger C.M.E. Engels, PhD, Radboud University Nijmegen; Nijmegen, The Netherlands; American Psychologist, 2013.

Full text of the article is available from the APA Public Affairs Office.

Contact: Isabela Granic at i.granic@pwo.ru.nl, cell: 011.31.6.19.50.00.99 or work: 011.31.24.361.2142

The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States. APA’s membership includes more than 134,000 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance the creation, communication and application of psychological knowledge to benefit society and improve people’s lives.

http://www.apa.org

PUBLIC RELEASE DATE:
25-Nov-2013

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Contact: Lisa Bowen
lbowen@apa.org
202-336-5707
American Psychological Association

Video games teach empathy – and many other good things!

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Video games are often blamed for much of the pathology in modern society, but Nic Fleming, of the BBC writes that;

“A growing body of research is showing the flip side, though – video games can help people see better, learn more quickly, develop greater mental focus, become more spatially aware, estimate more accurately, and multitask more effectively. Some video games can even make young people more empathetic, helpful and sharing. As public debate on the subject is often highly emotive and polarised, and as more and more of us are becoming gamers, researchers say it is important to move beyond the generalisations that characterise much of the discussion.

“We know there are good sugars and bad sugars, and we don’t discuss whether food in general is good or bad for us,” says Daphne Bavelier, a neuroscientist at the University of Rochester, New York. “We need to be far more nuanced when we talk about the effects of video games.”

Douglas Gentile at Iowa State University, US, agrees. “Game research has tended to get sucked down into a black hole of people yelling at each other, saying either games are good or games are bad,” says Gentile, who studies the effects of video games on physiology and behaviour. “I think we are starting to move beyond this inappropriately simplistic idea to see games can be powerful teachers that we can harness.”

Multi-level field

Part of this has stemmed from the fact that 20th-Century video gaming research often failed to distinguish between game genres. Studies lumped together the different brain processes involved when racing cars, shooting baddies, street fighting, and completing puzzles. But with the benefit of hindsight, researchers now recognise they hold only limited insights into the impacts of video games.

Bavelier stumbled upon the particular effects action games may have on the brain by accident. She was designing a test to probe the effects of congenital deafness on visual attention, and while trialling it a young researcher in her department, Shawn Green, and his friends repeatedly scored far higher than expected. Eventually they realised their exceptional performance could be traced to their fondness for the action games Counter-Strike and Team Fortress Classic.

Bavelier and Green hypothesised that this type of game had distinct effects on the brain because achieving a high score requires players to react quickly, while processing information in their peripheral vision, multi-tasking, making predictions and processing the constant player feedback. In research published in 2003, they used a series of visual puzzles to demonstrate that individuals who played action games at least four days per week for a minimum of one hour per day were better than non-gamers at rapidly processing complex information, estimating numbers of objects, controlling where their attention was focused spatially, and switching rapidly between tasks.

Was this cause or effect, though? Were the games improving people’s focus or were people with good attentional focus simply more likely to play action video games?, Bavelier and Green asked non-gamers to play the first-person shooter game Medal of Honor for one hour a day for 10 days, and found their ability to focus on environmental cues improved much more than those in a control group who played the classic puzzle game Tetris. Additional tests from other researchers came to similar conclusions. For instance, Joseph Chisholm, a psychologist at the University of British Columbia, Canada, found action video game players were better able to identify distraction and quicker to return their focus to the main task.

Bavelier wanted to pin down more precisely why action gamers appear to have better focus. She placed electroencephalography (EEG) headsets on gamers and non-gamers, and asked them to watch a screen on which three rapid sequences of letters appeared simultaneously. They were told to focus on one of the three and press a button when numbers appeared, while ignoring distractions. The EEG headsets tracked electrical signals in the brain, allowing Bevelier to measure how much attention the volunteer was allocating to the task and to the distraction. Gamers and non-gamers were equally able to focus their attention on the target sequences, but the gamers performed better and had quicker reaction times. “The big difference was action video gamers are better at ignoring irrelevant, distracting visual information, and so made better decisions,” she says.

Her team has also shown that action gamers may have stronger vision. They can better distinguish between different shades of grey, called contrast sensitivity, which is important when driving at night and in other poor visibility situations, and is affected by ageing and undermined in those with amblyopia, or “lazy eye”. They also have better visual acuity, which is what opticians measure when they ask you to read lines of ever smaller letters from a chart at distance.

Bavelier found action video games could also improve the vision of non-gamers. She asked groups of non-gamers to play 50 hours of Unreal Tournament 2004 or Call of Duty 2, or to play the slower, non-action game, The Sims 2, over nine weeks. By the end of the study, the contrast sensitivity of those who trained on action games had improved more than those who played The Sims 2, and the benefits lasted for at least five months. Other researchers at the University of California, Berkeley, showed that adults with lazy eyes who spent 40 hours playing video games with their good eyes patched could improve their ability to distinguish smaller letters on such charts. The higher scores were not seen in those asked to do other visually demanding tasks such as reading and knitting with their good eyes patched.

Power of empathy

Researchers know from years of studies that when men and women are given the task of rotating two-dimensional and three-dimensional objects in their heads, men tend to perform better than women. When Jing Feng, a psychologist at the University of Toronto, in Canada, and colleagues asked a small group of non-gamers to play either Medal of Honor or the 3D puzzle game Ballance for 10 hours over several sessions, they were surprised by the results. They found the action game training boosted the scores of the female participants more than it did the males, and the effect of the training was still apparent five months later.

“We already knew that there are gender differences in mental rotation but it was interesting to see they exist in our ability to effectively distribute attention in space, and more importantly that this is something that can be diminished through playing action video games,” says Feng. “If we could extract the critical training components from first-person shooter games, I could see ways to develop spatial-skills training tools to address gender differences in fields like engineering and information technology.”

So if playing video games can lead to beneficial brain changes, does this positively affect behaviour? Gentile set out to find out by testing the effects of playing “pro-social” games on young people in the US, Singapore and Japan. The children and teenagers in each study were more likely to help others in real life or in simulated tasks if they played the games where the characters co-operated, helped one another, or pitched in to clean a virtual neighbourhood. When American students were asked to select 11 puzzles for a partner to complete and were told their partners would get $10 gift vouchers if they completed 10 of them, the pro-social game players were much more likely to choose easier puzzles than those who played violent games.”

To read the full article by Nic Fleming Click here; http://www.bbc.com/future/story/20130826-can-video-games-be-good-for-you/all

New Study Finds Clues on How to Keep Kids Engaged with Educational Games

“If you want teams of students to stay engaged while playing educational games, you might want them to switch seats pretty often. That’s one finding from a pilot study that evaluated how well middle school students were able to pay attention to game-based learning tasks.

Screenshot of the Engage game. Image credit: Kristy Boyer (Click to enlarge)

Screenshot of the Engage game. Image credit: Kristy Boyer (Click to enlarge)

Students at a Raleigh, N.C., middle school were divided into two-person teams for the pilot study. Researchers from North Carolina State University then had each team test gaming concepts for an educational game called “Engage,” which allows only one student at a time to control gameplay. The researchers were trying to determine how effective educational gaming tasks were at teaching computer science concepts, but were also monitoring how engaged each student was.

The researchers found that, for each team, the student actively performing the game tasks was much more likely to stay engaged – but that the second student would often lose focus.

“This is a very useful finding, because we can use it to improve game design to better keep the attention of the ‘navigator,’ or second student,” says Dr. Kristy Boyer, an assistant professor of computer science at NC State and co-author of a paper on the work. “For example, we could assign tasks to the navigator that are critical to team success and make sure that each student has an opportunity to take the controls during each gameplay session.”

The pilot study is part of a larger effort by the researchers to develop a game-based curriculum that teaches middle school students about computer science principles ranging from programming and big data to encryption and security.

“We are doing this work to help ensure that Engage is a fun, effective learning environment, and to ensure that we can keep kids focused on the game itself,” says Fernando Rodríguez, a Ph.D. student at NC State who is lead author of the paper. “Keeping kids’ attention is essential if we want them to learn.”

The paper, “Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative Dialogue,” will be presented July 13 at the International Conference on Artificial  Intelligence in Education in Memphis, Tenn. The paper was co-authored by Natalie Kerby, an undergraduate at NC State. The research was supported by the National Science Foundation. The Engage development team also includes Dr. James Lester, professor of computer science at NC State; Dr. Eric Wiebe, a professor of science, technology, engineering and math education at NC State; and Dr. Bradford Mott, a research scientist at NC State.”

Story Source:

The above story is reprinted from materials provided by North Carolina State University.

Matt Shipman News Services | 919.515.6386

| Dr. Kristy Boyer | 919.513.0876

Fernando Rodríguez | 787.447.4976

The study abstract –

“Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative Dialogue”

Authors: Fernando J. Rodríguez, Natalie D. Kerby and Kristy Elizabeth Boyer, North Carolina State University

Presented: July 13, International Conference on Artificial Intelligence in Education, Memphis, Tenn.

Abstract: Game-based learning environments hold great promise for supporting computer science learning. The ENGAGE project is building a game-based learning environment for middle school computational thinking and computer science principles, situated within mathematics and science curricula. This paper reports on a pilot study of the ENGAGE curriculum and gameplay elements, in which pairs of middle school students collaborated to solve game-based computer science problems. Their collaborative behaviors and dialogue were recorded with video cameras. The analysis reported here focuses on nonverbal indicators of disengagement during the collaborative problem solving, and explores the dialogue moves used by a more engaged learner to repair a partner’s disengagement. Finally, we discuss the implications of these findings for designing a game-based learning environment that supports collaboration for computer science.