Playing smarter in the digital world (2)
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- The document discusses how digital media like video games are pervasive in children's lives, especially those with ADHD. It explores research on both the positive and negative impacts of technology on learning and attention for these children. - While some studies found no difference in time spent playing games between children with ADHD and peers, others found they may process information more slowly or struggle with complex problem-solving in games. Excessive use has also been linked to increased inattention. - However, video games can also improve attention and problem-solving skills when used strategically with feedback, goals, time limits, and by requiring physical activity before digital play. Using games as part of a multi-modal intervention that
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Playing smarter in the digital world (2)
- 1. Playing Smarter in the Digital World: Games, Apps, Technology, and ADHD Randy Kulman, Ph.D
- 2. Disclaimer Randy Kulman is President of LearningWorks for Kids, Inc. and a Cogmed provider.
- 3. Take-Aways • Recognition of the extent of children’s involvement with digital media • What are kids with ADHD doing with digital media • Understanding the research on the impact of games, apps, technology on kids with ADHD • Concerns and cautions about digital media and ADHD • What makes digital media so powerful for kids with ADHD • Real world strategies for video games and kids with ADHD • Generalization strategies to make popular games and apps into teaching tools for executive and academic skills
- 4. Finding Angry Birds and Amazing Alex • How to find Angry Birds on your device: • iPhone, iPad: Go to App store, search on bottom of screen, type Angry Birds, go to Free version, tap free and then download • Android Phone/ Tablets: Go to Google Play, search Angry Birds goto Free version, tap free and then download
- 5. Does Technology Help with Learning? • Let us find out! • Take out your cell phones for texting. • Dial the following number: 22333 • Go to New Message line. • You will then respond in the messaging area with a series of codes based upon the following questions.
- 6. Poll
- 7. Poll
- 8. Poll
- 9. Poll
- 10. It’s Not Just Video Games Anymore • Screen-based technologies or digital-media use are more encompassing terms than video games. • Games, apps, software, and websites are merging. • Access, particularly mobile and tablet-based, requires a new type of monitoring and understanding. • Academic and classroom are increasing requiring games and technology.
- 11. Do Parents, Educators, and Healthcare Professionals Have a Choice? • Many homework and supplementary programs are available only on websites. • Libraries are still for research (but only if you use the Internet to search). • Everybody else is playing. • 21st century skills require digital literacy. • Communication requires digital technology.
- 12. (This is not a new question) Media Use Across Decades • 1930s: Movies, print, radio. Children 9-12; 2-3 hours per day listening to radio • 1960s: Movies, print, radio, television TVs on 6 hours per day in homes • 1980s: Cable, video game consoles, portable music players, computers, VCRs Elementary schools kids watch 2.3 hours TV per day • 2010s: Internet, cell/ smart phones, DVRs, Tablets, handheld video games
- 15. Developmental Trends across Media
- 16. Percentage of 8-18 Year Olds Who Own Each Item: Among All 8-10 11-14 15-18 Ipod/mp3 player 76% 61% 80% 83% Cell phone 66% 31% 69% 85% Handheld video game player 59% 65% 69% 41% Laptop 29% 17% 27% 38% Portable CD/tape player 16% 9% 16% 20% Kaiser Study (2010)
- 17. Percent of Young People in Each Age Group Who Own a Cell Phone: Kaiser (2010)
- 18. How Much Do They Play? • Clinical and anecdotal observations too much! • No evidence of difference concerning frequency or duration of play between ADHD and typicallydeveloping children ages 10 to 12. • Similar enjoyment for the same types of games (Bioulac 2008). • South County Child and Family Consultants Data
- 19. Do children with ADHD play video games the same amount as their TD peers? • 10- to 12-year-olds in France are exactly like their peers (Bioulac 2008) • Milwaukee study of teens, same amounts with more variability (Fischer and Barkley 2006) • More video-game play than music, in contrast to peers (LearningWorks for Kids 2011) • 90% of ADHD rather than 80% of TD kids spend more than one hour a day on computer (Linginerni, 2012)
- 20. LW4K/SCCFC 2011 study of ADHD kids and parents on video game play • (Current sample of 105 children with a primary ADHD diagnosis based upon a full neuropsychological evaluation) • Survey asks parents to describe their own media usage to see if it is correlated to attitudes regarding video games • Also asks them to describe their concerns and hopes for benefits of video games and other digital media • Digital media use of ADHD kids- Most time television, video games, music (different from what is seen in national studies of typically developing kids)
- 21. Children, parents, and video game play How many hours a week does your child spend playing video games? •34% Less than 1 hour per •32% 2-4 hours •20% 5-7 hours •13% 8+ hours How many hours per week do you spend observing or interacting with your child when they play video games? •23% no time •46% less than 1 hour •27% 1-5 hours •4% 6+ hours
- 22. Children, parents, and video game play Do you play video games with your child? •25% Never •57% Sometimes •14% Often •3% Always How much do you believe that video games can help your child with problem solving? •34% Somewhat •25% Quite a bit •19% A little bit •13% A great deal •8% Not at all
- 23. How do children with ADHD perform on video games? May not always perform as well as their typically-developing peers (Lawrence, et al 2002) May process information somewhat slowly on video games. (Lawrence et al. 2002, 2004). Perform as well as their peers in simple games but problems applying executive and problem-solving skills to complex video games (Lawrence et al. 2004). Less success when navigating challenges, developing novel problem-solving (Lawrence 2004) •Perform poorly in neuropsychologically-based game mechanics such •as working-memory and cognitive-flexibility tasks
- 24. How do children with ADHD perform on video games? • Cogmed data and observations on Wisconsin Card Sorting Test (Oznoff) • Persistence is dramatically increased with a computerized task, resulting in success, although • Sometimes requiring longer processing and more effort. • Improved performance on reading tasks (Clarfield and Stoner) • Improved on mathematics (Ota and DuPaul) No difference in inhibitory performance of children with ADHD and TD Kids with Crash Bandicoot and Frogger (Shaw 2005).The similarity of performance in this study suggested that “enjoyable video games provide a context in which their performance is enhanced.”
- 25. Problematic behavior in video-game play in children with ADHD • More than one hour a day is associated with short term increased signs of inattention (Taharoglu) • Increased difficulty in transitioning and stopping video-game play, resulting in more oppositionalism • More video-game time is associated with increasing signs of inattention (Mazurek and Engelhardt 2013 study) • Video-game play can be associated with video-game addiction related to Dopamine release in the brain (Han and colleagues 2009)
- 26. Do Video/Computer Games and Television Impact Attention Span? • • • • Total time spent with screen media is positively associated with attention problems (Swing, Gentile, et al. 2010). Four-year-olds watching Spongebob can have an immediate negative effect on children’s executive-functioning skills (Lillard 2011). Television/Video-game use along with exposure to violent content not predictive of attention problems or grade point average (Ferguson 2010) Is digital media the cause of increasing rates of ADHD?
- 27. Do Video/Computer Games and Television Impact Attention Span? • Improves capacity to rapidly filter visual distractions, but may negatively effect focus on slow streams of information (Bavelier) • Leads to listlessness and discontent in slowpaced and less stimulating academic, work, and social environments (Merzenich) • Attention skills improved by video games (detecting differences and orienting attention) are liabilities in classroom resulting in distractibility (Gentile)
- 28. Cautions Solutions Children with ADHD or attention problems may become “hyper-focused” on video games and other digital media, neglecting other important responsibilities. Require that your child complete all of her homework, chores, or other responsibilities before being allowed some digital play time. By making him put-off these fun activities until after her work is done, he won’t be able to use digital play as a means of procrastination. Kids with ADHD or attention problems often become so absorbed with activities they find interesting, that they may lose track of how much time they have spent on their digital play. Use a timer if you need to limit your child with ADHD. Time management and having a sense of time are often significant deficits for children with attention problems. You can use online timers such as TabTimer.com or even an everyday kitchen timer to keep your child on track. Kids with ADHD or attention problems may choose to engage with digital play instead of the physical activities that are part of a healthy treatment process. Exercise has been shown to improve Focus and learning in children with attentional problems. Tell your child to go out and run around before playing video games, and to play active games such as Wii Tennis or Kinect Adventures.
- 29. What are the characteristics of interventions that work best with children With ADHD? • Point of performance interventions • Immediacy of feedback • Powerful and engaging feedback and meaningful consequences • Multimodal presentations and multiple intervention agents • Individualized to child’s capacities • Strategic teaching principles including: previewing, setting explicit goals, partnering, metacognition, and generalization strategies
- 30. Why use video games and digital media to help kids with ADHD? Kids with ADHD or Attention Difficulties Video Games and Digital Media May become easily bored and unable to sustain attention Good video games and digital media are often multi modal, requiring ever-changing skills and employing video, sounds, words, and actions that help keep kids interested and engaged. Often require immediate reinforcement or consequence to stay focused on a task. Video games provide clear and immediate feedback, constantly letting the player know what he is doing wrong, and what he is doing right. Often require that their body or mind to be actively engaged. Video games and digital media are extremely engaging and many require physical and cognitive involvement.
- 31. Why use video games and digital media to help kids with ADHD? Kids with ADHD or Attention Difficulties Video Games and Digital Media Usually have problems with following directions. Video games teach by trial and error or through guided discovery, requiring that the player understand the instructions in order to succeed. May struggle to learn new information and experience frustration or low self-esteem as a result. Most negative feed back from video games and other digital media occurs privately. This causes less embarrassment and frustration, while teaching the player how to handle these emotions
- 32. Why use video games and digital media to help children with ADHD? • • Video game play requires the use of executive functioning skills. Other skills such as organization and metacognitive skills are required for success. • Both simple and complex video games regularly use skills such as planning, cognitive flexibility, self-control, and time management. • Many games specifically tax working memory skills and attentional skills.
- 33. Games for practicing executive skills Amazing Alex – Physics-based puzzle game where players create chain reactions using everyday items – Skills of planning, flexibility, and focus – Foresight and working memory in order to succeed – Attention to detail is important in order to obtain perfect score across many levels
- 34. Amazing Alex
- 35. LearningWorks for Kids 2013 Study How often does your child show signs of ADHD such as loss of focus, fidgeting, and disorganization while: (Scale 0 to 9 with 0 meaning never, 9 always )
- 36. LearningWorks for Kids 2013 Study On a typical weekend or vacation, about how much time does your child spent with the following technologies and activities: 0 None 1 <30 2 30-60 3 60-120 4 >120 minutes
- 37. LearningWorks for Kids 2013 Study Time spent with technology on a typical weekend or vacation Mean = 306.92, SD = 116.64 Time spent with non-technological activities on a typical weekend or vacation Mean = 228.31, SD = 96.87
- 38. LearningWorks for Kids 2013 Study Parenting strategies with children with ADHD: 1. Do you monitor the length of time your child plays with video games and is on the computer? Never Sometimes Often Always 6.2% 18.8% 28.1% 46.9% 2. What best describes your approach to setting limits for your child with digital media?
- 39. Research on Executive/Thinking Skills and Video Games • LWK pilot research on differentiated instruction, targeting areas of EF weakness with video games • Combination of board and video games improve fluid reasoning and processing speed (Mackey, 2011) • Working memory video games improve WM, fluid reasoning skills (Cogmed ) Intensity/duration • Computer-based training improves executive attention in preschoolers (Rueda, 2005) • Video game like math and reading programs improves learning, reduces attention symptoms • Games (non video) increase cognitive load teaching tool by parents reduce ADHD signs in Preschoolers (Halperin, 2012) • Dovis (2011) study on games to improve working memory
- 42. Poll
- 43. Poll
- 44. Poll
- 45. Poll
- 46. Research-based Technological Recommendations • • • • • • • Cogmed Working Memory Training Action video games for improving selective attention (Green and Bevalier) DDR and Improved reading Headsprout and ADHD kids Computer -based math programs and ADHD Other studies, eg Interactive metronome, Play Attention, Brain Train Products, Lumosity, Posit Science’s BrainHQ LWK research on EFS
- 47. Recommendations for Video Games and Technologies for Children with ADHD • Apps and Video Games “made” for ADHD • Tend to be psychoeducational or simply not fun • Select technologies based upon a child’s individual needs • Engagement which increases attention and persistence to the task is important • Technologies with near transfer or direct connections to a skill are best • Practice, intensity, and limitations are important
- 48. What makes a game or app a good teaching tool for children with ADHD? • It is engaging and sustains attention. • It practices a specific skill the child needs to improve such as focus, planning, or time management. • It promotes persistence of effort and a willingness to overcome obstacles. • It is complex and interesting enough to result in duration and intensity of game play. • Generalization of game-based skills can be applied to the real world.
- 49. Why do children with ADHD not become scholars after playing video games? • Existing games are generally not designed to promote skills in children with ADHD. • Existing games focus on other things, while using important thinking skills. • Metacognitive skills are not built into existing video games. • Generalization and strategic teaching skills are not built into existing game.
- 50. How well do game based skills transfer to the real world? • Game play alone results in modest improvements in real-world executive skills • Children with learning and attention problems have problems in generalizing strategies • Kids like to talk about playing video games and may be willing to learn from that • Games prompt partnering and motivation to learn executive skills • Practice and rehearsal of executive skills
- 51. BUT…games are not enough!!! • The key to success is effective teaching or mediation (can be done in the game) • Teachers (including peers, parents, and imbedded instruction) make the connection between game-based learning and real-world skills • Actual learning requires knowledge of the skill, understanding how and when to use it, and practice across many situations
- 52. What can we do to make video games a more productive learning experience for children with ADHD? • Utilize a differentiated instructional model that identifies the specific skills that a child with ADHD needs to improve • • • Teach skills and then practice them in game and technology play Talk about gameplay and skills, metacognitive approaches Build generalization strategies, practice skills outside of the game • Consider duration and intensity of game play to practice skills • Mediated learning, including parents, psychologists, educators, and peers
- 53. Play Together • Talk before, during, and after gameplay. Choose gameplay goals with your child. • Have fun playing the game with your child! • Reflect on gameplay, emphasizing the use of the targeted thinking or academic skills. • Direct your discussion to how these same skills are useful in daily activities.
- 54. Make it Work • Explain the benefits of digital play, and introduce the skills being exercised in the game. • Encourage non-digital activities that use the same skills. • Regularly connect game-based skills to things your child is struggling with in the real-world. • Try different games and skills
- 55. Angry Birds • Birds are used as projectiles to hit pigs that are protected by structures. • Players plan out each shot and predict the consequences of his shot. • Each level is set out uniquely so the player to flexibly change strategies.
- 56. Angry Birds
- 57. ANGRY BIRDS • Birds are used as projectiles to hit pigs that are protected by structures. • Players plan out each shot and predict the consequences of his shot. • Each level is set out uniquely so the player to flexibly change strategies.
- 58. How Much Should Your Child with ADHD Play Video Games? Age 0 to 24 months 2 to 5 years Amount of Time not at all 30 to 60 minutes a day (joint media engagement the rule) 6 to 9 years 30 to 60 minutes a day (parents select games) 10 to 13 years 30 to 60 minutes a day (parents monitor game selection) 14 years old older 30 to 90 minutes a day (emphasize social gaming)
- 59. Why It Is Difficult to Set Limits on Game Play with Children with ADHD • Concerns regarding time management and time blindness • Difficulty with shifting and transitions from one activity to another • Tendency to become overly focused on video-game play • Oppositional tendencies seen with children with ADHD • Child’s sense of success and reward in playing video games • Parent’s sense of peace and reduction of conflict
- 60. Strategies for Setting Effective Limits for Children with ADHD • Be firm, consistent, and engaged. • Have different limits on weekends, holidays, and when it serves your purpose • After homework is done • After exercise and vigorous activity • Create a regular time frame for video-game play • Not before bedtime
- 61. More Strategies for Setting Effective Limits for Children with ADHD • Use tools such as the screen limits on Kindle Freetime • Have direct control over Internet access via the router or the use of game timers • TV video game timers such as “Bob” that use coins • Provide “learning” game time • Have different limits on weekends, holidays, and when it serves your purpose
- 62. What Types of Games and Apps Should a Child with ADHD Use? • • • • Developmentally rather than chronologically age-appropriate Genres rather than specific games Active games, the more active and vigorous movement the better Puzzle games- Help with time management and focus • Working-memory games, both formal training and casual games • Planning games that require setting long- and short-term goals • Apps that help with organizational and timemanagement skills
- 63. How Games and Apps can Help Support- External structure, scaffolding to help self regulation and learning Practice-Guided and regular rehearsal of new skills in an interesting manner Master- Owning the skill , knowing how, when, and where to use it
- 64. LiveScribe • A smartpen that records voice notes that is connected to written notes • Child takes notes on digitally-equipped paper and when going over those notes can listen to • Recordings of lectures • Helps with children who struggle with working memory • Very helpful for children who process information or have slow clerical motor speed
- 65. LiveScribe
- 66. Minecraft
- 67. Cogmed Working Memory training • Research-based, clinically-proven computer program to improve working-memory capacities of • Targeted regimented exercises • Demonstrated to promote structural changes in the brain based upon principles of neuroplasticity • 50+ peer review studies demonstrated to improve reading, math, and sustained attention • Generalization is improved by using additional tools and strategies in conjunction with Cogmed
- 68. Cogmed Working Memory training
- 69. Wii Sports: Tennis • Players use tennis rackets and can get vigorous exercise • Self-control and flexibility required while playing the game • Primarily the game is good for children with ADHD, as it promotes vigorous exercise using complex body movements when done properly
- 71. Thank You Randy Kulman, Ph.D [email protected] @lw4k on Twitter www.pinterest.com/lw4k www.learningworksforkids.com
Editor's Notes
- #7: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/oCp2fE5rMm1o9Nd"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>According to the Kaiser Foundation, the average child between the ages of 8 and 18 spends how many hours a day with digital media?</title> </poll>
- #8: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/ZoQc2QefJkFsAGC"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>What was the best-selling video game of 2012?</title> </poll>
- #9: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/QG2MBQFbgMOy8WY"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>What types of video games have been linked to improving reading fluency and speed of processing?</title> </poll>
- #10: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/QG2MBQFbgMOy8WY"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>What types of video games have been linked to improving reading fluency and speed of processing?</title> </poll>
- #13: ALWAYS CONNECTED REPORT COONEY FOUNDATION 2011 More Choices, More Time on Media........More Information, More Access, More Opportunities for learning and Inappropriate materials More Mobile (2010 20% of media consumption on mobile devices), More on-Demand (25 minutes less regularly scheduled TV programming, You tube, Hulu) , More for Younger Children, More Social Connections, More and faster Internet access
- #14: Total Media Use: 7 hours 38 minutes per day for 8-18 year olds Multitasking proportion: 29%o f the time they are using 2 media at a time, much of it while watching TV Total Media Exposure: 10:45 per day Less reading of newspapers magazines, same amount of time for book .....More time with media, lower grades , less personal contentment, especially for heavy users (16 hours per day!) vs Moderate and Light users
- #15: From Kaiser (2010) report TV increase mostly from watching on mobile or DVR, on demand
- #16: Does not include telephone calls or texting Developmental changes, teens less TV, more music Big jump for tweens, early teens
- #17: Data taken from p. 10 of report in case you need to reference it IS THERE A DIGITAL DVIDE? You better own a cell phone if you are a teen Who needs a portable CD player anymore Homes 99% TV, 93% computers 87% Video game console, 84% Internet Access
- #18: Light blue 2004 study Dark Blue 2010 study (data collected 2009) Newer data, shows even higher figures for young children Pew internet 2013 – TEENS- 78% own cell 37% own smartphone
- #23: Parents who reported themselves as more active participants in their child’s video game play reported a greater belief that video games could help their child with planning, time management, understanding themselves/others, and overall performance in school.
- #24: Lawrence 2004 Study indicated that children with ADHD completed fewer challenges in a video game and had fewer items named correctly on the STROOP Color-Word Test. Results: There were no group differences in executive function on the Stroop or zoo tasks, but the ADHD group exhibited deficits in set-shifting as assessed by the WCST (perseverative errors and responses) and videogame play (fewer challenges completed). Also, the ADHD group showed slowed processing speed on the Stroop (slower color naming) and zoo activity (longer time to complete task), as well as a slower rate of acquisition of the sorting rule on the WCST (more trials to complete first category). A second study that used Crash Bandicoot and Frogger investigated inhibitory performance of children with ADHD, and no difference was found between ADHD and typically- developing children (Shaw 2005). Comparing computer as opposed to analog technologies on neuropsychological testing - compared typically-developing children with atypically-developing children on the Wisconsin Card Sorting Test computerized version versus deck of cards, and there was a smaller difference on the computerized version (Oznoff 1995).
- #28: Does a fast-paced video game (or for that matter movie, lifestyle, or presentation) make others less engaging in comparision. Does something need to be going on all the time. Look at kids and adults who are always checking their phone, looking for the next thing to do, easily bored Merzenich also argues that time spent playing games takes away from other school, social , and outdoor related activities that also offer cognitive gains. Gentile suggests that video game attention to the periphery is counterproductive to focusing on only one thing.
- #30: General strategies that work with ADHD children… something to do, to be able to move, to be able to talk , or to be able to fidget when concentrating Research on ADHD and vigorous exercise (Verret et al 2010, Ratey in Spark)…what about exergames as a tool for increasing focusing skills Best (2011) Exergaming immediately enhance EFs
- #40: LWK pilot research (N=10) that targeted areas of specific EF weakness resulted in gains in these areas, not in others, similar to what Mackey found where they targeted sollely by the games played, =rather than by child’s needs and games/playbooks selected Other studies support targeted approaches, the use of mediators, the importance of intensity and duration (5-6 weeks 40 minutes per day)
- #41: Far transfer and metacognition Practice across settings Expand the skill sets to other similar skills
- #42: Far transfer and metacognition Practice across settings Expand the skill sets to other similar skills
- #43: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/BJQnbMO3caNyvYF"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>The average child between the ages of 8 and 18 spends how many hours a day with digital media?</title> </poll>
- #44: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/ZjMMCGAUwM6LO0y"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>The best-selling video game of 2012 was?</title> </poll>
- #45: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/5Q9GFkk8YzVAizo"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>Which statement is the most accurate about video-game play?</title> </poll>
- #46: <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/FJ2zXF7dvP9zN7E"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>Which video game genre has been linked to improving reading fluency and speed of processing?</title> </poll>
- #48: Give examples of psychoeducational games -
- #50: Simple, rhetorical question…If kids with ADHD are so into games and they are so good for teaching, why do they still have ADHD? Lots of kids play games Lots of kids have difficulty with planning. We can observe that sitting a child in front of a video game—without guidance or purpose—will not translate into noticeable improvements in cognitive functioning or academic success.
- #52: Games as a teaching tool, Building metacognition and generalization into process Targeting skills individually Hot vs. cold Efs, games seem to be better for cognitive than self control skills ( eg planning, cognitive flexibility, organization, time management, task initiation…than regulation of affect, response inhibition)
- #53: The LearningWorks for Kids model: Games as a vehicle for "engaging the gears" of a child's brain Opportunities for children to practice an executive skill in a fun and engaging fashion A teaching opportunity for parents, teachers, and clinicians An opportunity to detect, reflect, and connect on the use of executive skills A "new literacy," an understanding of ways of doing, thinking, and valuing things in the context of relationships and school practices (James Paul Gee)
- #54: Mediation, metacognition, goal setting, FUN!
- #55: Far transfer and metacognition Practice across settings Expand the skill sets to other similar skills