Category Archives: Research

The Bound Copy of my Dissertation has Arrived!

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It is great to have a physical copy of what was for so long an electronic file on my laptop.  Higher-Order Thinking Skills in Digital Games by Anthony W. Palmer.

Yay! Today I started interviewing participants for my dissertation!

Higher Order Thinking Skills
in iPad Learning Games

Anthony W. Palmer Ed.D. (Candidate), Researcher
 Institutional Review Board Identification: #94-14

Diagram of the levels within Bloom's Taxonomy Triangle

 

 

It has been a very long journey toward my dissertation.

 

I have completed all the courses for my doctorate.

I have completed my literature review on learning games and higher order thinking skills.

My research committee has approved my dissertation proposal.

The internal review board at my university has approved my application to  conduct the research.

The principal and the teachers have granted me permission to conduct my research at the school.

Over 30 parents have returned their consent forms.

So today…

three students assented to participate in my research on Higher order thinking Skills in iPad learning games!!!

Yay ! ! !

They all did a great job, playing the games and answering my questions.

There would have been more students participating today, but I quickly used up all of the memory on the iPad recording the first three students.

Many students asked if it was too late to turn in their consent forms.  I told them that they still have time.  It seems that many more will join the project before the end of the school year!

It is so good to have passed the necessary bureaucratic hoops and finally be conducting research with students!

So now, more observations, interviews, analysis, synthesis, writing and rewriting.

Yay!

Play to Cure – Croud Crunching Data to Advance Cancer Research

From a press release from Cancer Research UK;

February 4, 2014

It’s been an ambitious and challenging project but the day to unveil it to the world has arrived.

We’re delighted today to launch Genes in Space – a unique and enjoyable game that you can download and play for free on your smart phone:

It’s a game, so first and foremost it’s fun to play – boring train journeys, queues for that gig or waiting for that friend who’s always late could be transformed into exhilarating space adventures.

But that’s not the exciting bit.

Well it is. But there’s more. Much more.

By downloading and playing this pioneering game, you will be taking part in research to help beat cancer. It might sound far-fetched, but it’s true.

We’ve been working with our scientists and gaming experts for months to build the game, which on the surface is a simple and entertaining caper through space. But underneath it’s a data crunching powerhouse that’s helping our scientists identify the DNA faults that could lead to cancer.

Here’s a little teaser of the game:

Element Alpha: real data

In the game, you take the helm of a spaceship to collect valuable and powerful ‘Element Alpha’. The stroke of genius is that in doing so you are actually helping our scientists to analyse piles of real life data.

That’s because the game is actually a fun interface to allow the public to assist our scientists in the serious business of spotting patterns in gigabytes of genetic information from thousands of tumours.

There’s lots more information about the fascinating science behind the game in this post. But in a nutshell, by finding the best route to pick up the most Element Alpha, you’re actually plotting a course through genuine ‘DNA microarray’ data.

Behind the scenes, the code of the game translates real microarray data like this…:

Microarray data

Microarray data

…into this:

Mapping a journey through space

Mapping a journey through space

No expertise required

The game’s ingenuity lies in its simplicity. Racking up the combined data crunching power of what we hope will be thousands of casual gamers will help our scientists spot the subtle patterns and peaks and troughs in the data, which correspond to DNA faults.

The power of Element Alpha is of course completely fictional, but the power of the data it represents could be exceptional. Our scientists will be trawling through the results as they come in and looking for crucial clues in the quest for new cancer treatments.

So what are you waiting for? Start collecting mysterious Element Alpha to help us solve the mystery of cancer sooner.

Download the game 

Video Games Help Girls to Develop Math and Spatial Reasoning Skills

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of Mind/Shift writes that;

“Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.

First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to research published this month in the journal Psychological Science. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.

But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.

The good news is that spatial abilities can get better with practice. A meta-analysis of 217 research studies, published in the journal Psychological Science last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.

This last point is supported by a study published just last month in the Journal of Cognition and Development, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.

Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.

Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.

If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. A 2011 study from researchers at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.”

To read the full article by click here;

http://blogs.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/

Video Games and Spatial Creativity

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Jonathan Wai wrote a very compelling article on “Why We Need To Value Students’ Spatial Creativity”.  He reminds us of the spatially creative inventors and geniuses who have contributed so much to to science and industry.  Then he reveals how schools  neglects the development of spacial creativity.  He makes clear connections between the video games, the development of STEM (Science, Technology, Engineering, and Math) skills and spacial creativity;

“The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.”

Wai also writes that;

Spatial thinking “finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,” and their relative positions, and “uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.” Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill here.

But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. This test identified a boy named Richard Nixon who would eventually become the U.S. president, but two others would miss the cut likely because the Stanford-Binet did not include a spatial test: William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize.

Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading.  However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could.  Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely do not make it onto college campuses.

Nearly every standardized test given to students today is heavily verbal and mathematical.  Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What’s more, spatially talented people are often less verbally fluent, and unlikely to be very vocal. Finally, teachers are unlikely to have a high spatial profile themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they’re more likely to miss seeing talent in students who are not very much like themselves.”

One topic that Wai did not address is the effect of the gender imbalance, in teaching, on the neglect of spacial creativity in US. Schools.  When one gender so dominates the teaching profession, we should expect that certain aspects of creativity will necessarily be neglected.  Gender diversity is better for all professions.  Gender diversity in the teaching profession would go a long way toward fostering the development of spacial creativity in students.

To read the full article by Jonathan Wai on Mind/Shift click here;

http://blogs.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/

Senate bill encourages learning via video games

“…create a committee to examine how interactive gaming can boost student involvement and achievement, and create a pilot program for integrating games into K-12 curriculum.

The bill was heard Wednesday in Olympia by the Senate Committee on Early Learning & K-12 Education.

Sen. Sharon Brown, R-Kennewick, one of the bill’s co-sponsors, said interactive video games could add to the diverse learning styles of today’s classrooms.

“We have all different types of learners,” Brown said. “We need to address that, and this is one of those ways.”

Sen. Rosemary McAuliffe, D-Bothell, thinks interactive gaming will give students the opportunity to learn while enjoying a game, something she experienced while visiting students of Washington Virtual Academies (WAVA), an online K-12 curriculum program used by the Monroe and Omak public school districts.

Studies from the University of Washington’s Center for Game Science show interactive games can promote creativity and enhance knowledge of science and technology-based fields among students.

“I think we have to bring that technology into the classroom (and) into our schools,” McAuliffe said, “because kids are way ahead of us in that right now.”

Seattle attorney Matthew Hooper testified about academic-based gaming in schools. A report from the Entertainment Software Association indicates 95 percent of American children — and 97 percent of teenagers — play video games, he said.

By the time an average person reaches age 21, he of she has spent more than 10,000 hours playing video games, according to the Pew Research Center’s Internet and American Life Project.

“Their brains are learning, from a very early age, differently than we did,” Hooper told the committee. “It’s no longer absorbing passive information; it’s now absorbing interactive information.”

Hooper also cited a brain-based research study by Stanford University professor and neuroscientist Brian Knutson that analyzed the effects of educational video games on youths.

The study used MRIs to monitor student brains in two groups: those engaged in playing interactive games, and those passively watching the games.”

To read the full article click here;

http://www.tri-cityherald.com/2014/01/23/2789806/state-senate-bill-encourages-learning.html

SENATE BILL REPORT
SB 6104As of January 22, 2014Title
: An act relating to the interactive gaming in schools public-private partnership.
Brief Description
: Establishing the interactive gaming in schools public-private partnership.

Sponsors
: Senators McAuliffe, Litzow, Hargrove, Hill, Billig, Fraser and Brown.

Brief History:
Committee Activity: Early Learning & K-12Education: 1/22/14.
SENATE COMMITTEE ON EARLY LEARNING & K-12 EDUCATION

Staff
: Eric Wolf (786-7405)

Background
: Advances in interactive gaming technology have spurred a recent scholarly focus on how interactive games may be used to engage students and improve academic achievement. For instance, the Center for Game Science at the University of Washington has published several studies on the application of interactive games in education, specifically how interactive games can promote creativity among students; enhance student knowledge of science, technology, engineering, and technology (STEM) fields; and improve critical thinking skills through cognitive skill training games.

Summary of Bill: Interactive Gaming in Schools Public-Private Partnership (PPP). PPP is established, composed of the following members to be appointed by August 1, 2014: four legislators, one member from each caucus of the House and Senate, appointed by the presiding officers of each chamber; four experts in the integration of interactive technology or gaming into education, one expert to be appointed by each caucus of the House and Senate, and appointed by the presiding officers of each chamber; a representative of the Department of Early Learning (DEL), appointed by the director; and a representative of the Office of Superintendent of Public Instruction (OSPI), appointed by the Superintendent of Public Instruction.

The chair of PPP must be selected from among the legislative members. To the extent funds are appropriated, PPP may hire a staff person who must reside at OSPI for administrative purposes. Additional technical and logistical support is to be provided by OSPI, DEL, and
–––––––––––––––––––––

This analysis was prepared by non-partisan legislative staff for the use of legislative members in their deliberations. This analysis is not a part of the legislation nor does it constitute a statement of legislative intent.

Senate Bill Report
SB 6104

the organizations participating in PPP. Legislative members of the partners hip must receive per diem and travel expenses, and nonlegislative members may be reimbursed for travel expenses.

Purpose of PPP.
PPP is tasked with examining how interactive games may be integrated into primary and secondary education to increase student involvement and achievement. PPP must consider how interactive games and advances in technology may be integrated into curricula from early learning through grade 12, and develop a proposal for a pilot program to integrate interactive gaming in schools to be submitted to the Legislature by December 1,2015. The statute authorizing PPP expires on January 1, 2016.

Appropriation
: None.

Fiscal Note
: Available.

Committee/Commission/Task Force Created
: Yes.

Effective Date
: Ninety days after adjournment of session in which bill is passed.

Staff Summary of Public Testimony

: PRO: Games are al ready being integrated into curricula in order to engage students. Students love the games and are excited to even use the games at home each night. Ninety-five percent of children play video games, and the average time of play is over two hours each day. A scientific study from Stanford showed that educational, interactive video games engaged regions of the brain associated with motivation, learning, and memory. In 2012 the Clark County, Nevada school district tested a program in which interactive video games were integrated into low-performing schools. The schools using the games more than doubled their improvement on assessments compared to schools that did not use the assessment. In San Jose, there is a school that integrated interactive media and video games and has particularly notable success with English language learners. Most of the interactive game systems are set up in computer labs in schools, so students do not always require a computer or iPad of their own to participate.

Persons Testifying
: PRO: Senator McAuliffe, prime sponsor; Matthew Hooper, attorney.
Senate Bill Report
SB 6104
– 2 –

What Makes Serious Games Effective?

From Press Release:

New Research-Based White Paper Published on Serious Learning Games Game On! Learning, the thought leader in serious learning games for the corporate learning market, has just published a new white paper on serious learning games for the corporate training market called “What Makes Serious Games Effective? — 5 Questions to Ask When Evaluating Serious Games in the Workplace”. Share on TwitterShare on FacebookShare on Google+Share on LinkedInEmail a friend Serious Learning Games White Paper Research on serious games suggests improved job skills can be a result of integrating a serious game into your training program. But the same research shows that effective serious games are difficult to design, and they are rare. Gainesville, Florida (PRWEB) December 17, 2013 Game On! Learning, the thought leader in serious learning games for the corporate learning market, has just published a new white paper on serious learning games for the corporate training market called “What Makes Serious Games Effective? — 5 Questions to Ask When Evaluating Serious Games in the Workplace”. The white paper is authored by Dr. Rob Foshay, a principal of The Foshay Group, a consulting firm specializing in high-value strategies for e-learning product architectures, training, and certification. He is a practice leader for The Institute for Performance Improvement, and a Certified Performance Technologist. He is also a Fellow of the International Board of Standards for Training, Performance and Instruction. “Many organizations are currently investigating and implementing learning games”, said Bryan Austin, Game On! Learning’s chief game changer. “ Most are doing so to address the increasing lack of learner engagement of traditional elearning. What those implementing learning games are finding, though, is that they are not just engaging, but that well-designed learning games more effectively anchor knowledge and increase skill proficiency than their “traditional” classroom and elearning counterparts.” Many of corporate learners like games, and play them enthusiastically when at home. For corporate learning professionals, though, the interest is in serious games: those games that are designed to have learning outcomes relevant to the job. “What you really want to know is whether the game is effective in improving job skills, not game skills”, adds Austin. “Research on serious games suggests improved job skills can be a result of integrating a serious game into your training program. But the same research shows that effective serious games are difficult to design, and they are rare.” This research-based white paper provides key elements to look for in an effective serious game. This complementary white paper can be downloaded by clicking here. About Game On! Learning Game On! Learning provides inspired online game based learning solutions that create unmatched learner engagement and produce learners who will immediately and confidently apply their newly acquired skills on-the-job. Our revolutionary “serious games” feature a highly interactive, animated video game design, fun competition versus colleagues, learner-individualized feedback, and real world learning scenarios. An extraordinarily high degree of in-course skill practice helps ramp up employee performance, increase productivity, and move your organization more rapidly forward. We deliver lasting results in an unforgettable learning experience. It’s the most exciting thing happening in organizational learning today! We help you Get Your Game On!

Not all “edu-games” are created equal.

 

Dean Groom, the Manager of Educational Development at University of New South Wales, writes that;

“The re-purposing of video games as learning tools continues to gather pace with the recent release of high-profile educational incarnations of games like SimCity and Minecraft.

Different educational games have their own different origins, and not all of them are created equal. Educational or not, schools and other institutions are being asked to place their trust in something they have historically banned or ignored.

So which games should educators invest their time and trust in?

Just games or real learning?

In the past, educational games have always differentiated themselves from commercial games – branding themselves as serious – and avoiding double-positioning of educational and commercial entertainment.

But now commercial game developers have have begun “edu-versioning” their best-selling entertainment titles, and extending sales through educational editions.

Video games are big business. It’s difficult to know exactly how big the industry is, but the Interactive Games and Entertainment Association reported retail sales for 2012 were A$1.161 billion, not including downloaded games and other downloadable content.

Interest in the potential of video games accelerated in 2008, after the Pew Research Centre reported “97% of US teens play video games.” Talk of the educational potential of games also became a popular topic for TED Talks. Jane McGonigals “Gaming can make the world better” or Gabe Zimmerman’s “How games make kids smarter” claimed games are not only educational but transformative ways to learn.

Learning re-branded

Educational video games are still mainly produced by academic institutions or by commercial developers.

Institutions have begun working with independent developers – for example, Filament Games and E-Line Media – to translate academic theories and research into games. These are usually designed for student use at school.

Online community projects – like Minecraft in Schools – editable by academics and others are in a similar category. These involve using an existing framework and adapting them to include lesson ideas and assessment tools.

Often these types of games include “teacher only” powers to enforce particular learning styles or behaviours on students. And they sit outside of institutional or commercial control, normally used independently by teachers.

Australian school teachers have taken to using educational version of Minecraft to teach spacial and numeracy skills.

Games described as educational are also sold through online stores like Apples iTunes or Google Play. Though prolific in number, they appear devoid of alignment with educational institutions and are generally cheap or free forms of entertainment.

The newest form of edu-game are well-funded commercial games retooled for education markets. There are several examples such as Electronic Arts’ (EA) The Sims, Mojang’s Minecraft and Valve’s Portal.

Portal, rebranded TeachWithPortals, attempts to combine Valve’s seminal game with school science problems. Here, non-gaming teachers can find resources for easier classroom implementation than in non-commercial open software games, which require some assumed knowledge.

But this approach is frequently criticised for fundamentally changing the nature of the game. While keeping familiar aesthetics, these adaptations shift the gaming environment to one teachers feel more comfortable with.

What is a good educational game?

Educational games are often sold as a “better than nothing” proposition, which demotivates some students, and does little to build a new understanding with educators about the extent new media like video games can play in education.

They also allow the companies developing these games to find a new educational distribution channel. For schools, this new era of educational games is a confusing mix of popular culture, social media’s ascendancy, new channels of communication, and a growing research base.

Valve has tried to leverage an existing game into an educational product, but not everyone is convinced it will helped students learn.

Numerous studies have shown teachers must feel the digital technologies are competent and reliable – in essence, trust these technologies – in order to use them with students.

To establish which game-titles are better than others requires teachers to work out how learning occurs in games – empowering students to exchange ideas rather than continue to see the games as a new way of delivering the same teacher-dominated pedagogy.

Good educational games will provide an enriched, personalised learning experience, the ability for the teacher to alter the goals, support for both formal and informal learning opportunities and the potential for social networking.

Games like Minecraft, Terraria, King Arthurs Gold offer these kinds of shared spaces, co-creation, adventure, immediacy, interactivity, persistence and community.

Teachers have become more comfortable with some long-established games – most notably Quest Atlantis – being in classrooms as part of a broader push to bring new technology to learning.

A newer example is the ABC Splash project, which combines film, book, game and live events that school-systems have struggled to sustain or maintain interest in.”

To read the full article click here;

http://theconversation.com/edu-games-hit-the-market-but-not-all-are-are-created-equal-20148

Research shows that collaborative gaming increases learning.

NDTV notes that;

Playing educational video games either competitively or collaboratively with another player can enhance students‘ motivation to learn, a new study has found.

While playing a math video game collaboratively – as compared to playing alone – students adopted a mastery mindset that is highly conducive to learning, researchers said.

Moreover, students’ interest and enjoyment in playing the math video game increased when they played with another student.

The findings point to new ways in which computer, console, or mobile educational games may yield learning benefits.

“We found support for claims that well-designed games can motivate students to learn less popular subjects, such as math, and that game-based learning can actually get students interested in the subject matter?and can broaden their focus beyond just collecting stars or points,” said Jan Plass, a professor in New York University’s Steinhardt School of Culture, Education, and Human Development and one of the study’s lead authors.

“Educational games may be able to help circumvent major problems plaguing classrooms by placing students in a frame of mind that is conducive to learning rather than worrying about how smart they look,” added co-lead author Paul O’Keefe, an NYU postdoctoral fellow at the time of the study.

The researchers focused on how students’ motivation to learn, as well as their interest and performance in math, was affected by playing a math video game either individually, competitively, or collaboratively.

Researchers had middle-school students play the video game FactorReactor, which is designed to build math skills through problem solving and therefore serves as diagnostic for learning.”

To read the full article click here,

http://gadgets.ndtv.com/games/news/playing-video-games-collaboratively-competitively-can-boost-learning-study-443517

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.

###

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