video games and gifted.pdf

8/14/2019 video games and gifted.pdf

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bit.ly/

nagc2013

BRIAN HOUSAND, PHD

brianhousand.com

V I D E O G A M E SA N D G I F T E D K I D S


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nagc2013

brianhousand.com


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My life as a gamer.


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10,000


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1) Active, Critical Learning Principle

2) Design Principle

3) Semiotic Principle

4) Semiotic Domains Principle

5) Meta-level thinking about Semiotic Domain Principle

6) "Psychosocial Moratorium" Principle

7) Committed Learning Principle

8) Identity Principle 9) Self-Knowledge Principle

10) Amplification of Input Principle

11) Achievement Principle

12) Practice Principle

13) Ongoing Learning Principle

14) "Regime of Competence" Principle

15) Probing Principle

16) Multiple Routes Principle

17) Situated Meaning Principle18) Text Principle

19) Intertextual Principle

20) Multimodal Principle

21) "Material Intelligence" Principle

22) Intuitive Knowledge Principle

23) Subset Principle

24) Incremental Principle

25) Concentrated Sample Principle

26) Bottom-up Basic Skills Principle

27) Explicit Information On-Demand and Just-in-Time Principle

28) Discovery Principle

29) Transfer Principle

30) Cultural Models about the World Principle

31) Cultural Models about Learning Principle

32) Cultural Models about Semiotic Domains Principle

33) Distributed Principle

34) Dispersed Principle35) A"nity Group Principle

36) Insider Principle


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LEVEL ONE:

ANALYSIS

OF PLAY


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PROBLEM

SOLVING

SKILLS &NEGOTIATION


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JUDGEMENT,

ANALYSIS, &

STRATEGICTHINKING


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COMMUNICATION

SKILLS &

NETWORKING


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NARRATIVE

SKILLS &TRANSMEDIA

NAVIGATION


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IMPROVED

ATTENTION,

VISION, AND

COGNITION


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Action video game playing is associated with improved visual sensitivity, but not alterations in visual sensorymemory," L. Gregory Appelbaum, Matthew Cain, Elise Darling, Stephen Mitroff. Attention, Perception &

Psychophysics, June, 2013. DOI - 10.3758/s13414-013-0472-7

"Gamers see the

world differently.

"They are able to extract

more information from avisual scene."


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STOP


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Lev Vygotsky

17 November 1896

11 June 1934

Zone of proximal

development

social construcitivism

play theory


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ZONE OF

PROXIMALDEVELOPMENT

MORE

KNOWLEDGEABLEOTHER


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In play, children areinvolved in an

imaginary situation,

with explicit rolesand implicit rules.

VYGOTSKY


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!"#$ &'# (#)*

OBJECTIVESRULES OBSTACLES


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This leads to a greaterdegree of self-regulation,

the children's actionsbeing determined by the

rules of the game.

VYGOTSKY


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Games are the most elevated form of investigation.


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When involved in play,

children's concentration

and application to the

task are much greater

than in academically-

directed activities

contrived by the teacher.VYGOTSKY


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What the child is ableto do in collaboration

today he will be able to

do independently

tomorrow.

VYGOTSKY


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Miles Dyer

DECEPTIVELY SIMPLE

ADDICTIVE

NOT YOUR CHOICE WHEN YOU PLAY

CHALLENGING FOR ALL THE WRONG

REASONS

SINISTER MUSIC

COMPETITION WITH FRIENDS

MAKES YOU A SPAMMER$$$

THERE IS NO END

REALITY


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STOP


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What We Dont Know, and What We Need to Know, About the Effects of Video Game Violence

by Cheryl K. Olson, Sc.D.

bit.ly/vg-violence


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LEVEL TWO:VIDEOGAMES

IN THE

C lASSROOM


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Vid h


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Video games teach

children what computersare beginning to teach

adults--that some forms oflearning are fast-paced,

immensely compelling,and rewarding.

- Seymour Papert

Th f h h


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The fact that they are

enormously demanding ofone's time and require new

ways of thinking remains asmall price to pay (and is

perhaps even anadvantage) to be vaulted

into the future. - Seymour Papert


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Not surprisingly,

by comparison school strikes

many young people asslow, boring, and frankly

out of touch.

- Seymour Papert

REAL


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REALGAMES

VS.EDUCATIONAL


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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.

CREATIVITY

COMPUTE

R

USE

INTERNE

T

USE

CELL

PHONE

USE

VIDEO

GAME

PLAY


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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.

CREATIVITYVIDEO

GAME

PLAY


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6.;9>9"=?

@*A B-) C-D$ '+ ')+*

E#-+$F$% G*A E-)+ '+ +* 1$3


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9" 95 : 5I:


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9N G*A -%$

'C0-+'$)+

+#$) +#'( C-G)*+ 1$ +#$

,:C$ N*% G*A


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LEVEL THREE:

GAME DESIGN


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CONSUMERS

PRODUCERS


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teachwithportals com


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teachwithportals.com


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"#


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www.roblox.com


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gamestarmechanic.com


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stemchallenge.org


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www.truthandtrolls.com


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www.pinkiesquare.com


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BAD NEWS:

The video gameindustry can be

fairly competitive.


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GOOD NEWS:

The video gameindustry continues

to grow.

O


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1BILLI

O


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EDUCATION


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EXPERIENCE


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OPTION ONE:PROFESSIONAL GAME PLAYER


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OPTION TWO:DESIGN YOUR OWN GAME


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OPTION THREE:CREATE AN ADD-ON OR MOD


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OPTION FOUR:BE INVOLVED IN A GAME

COMMUNITY


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DESIGN SENSE


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CREATIVITY


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COMMUNICATION


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PASSION


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DESIGN SENSECREATIVITY

COMMUNICATION

PASSION


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Education must beorientated not towards

the yesterday of a child'sdevelopment, but

towards its tomorrow.

video games and gifted.pdf

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