VIDEOGAMES AND GIFTED KIDS

BRIAN HOUSAND, PHD

brianhousand.com

bit.ly/ nagc2013

brianhousand.com

My life as a gamer.

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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) Amplication 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 Principle! 18) 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 Principle! 35) A"nity Group Principle! 36) Insider Principle!

LEVEL ONE: ANALYSIS OF PLAY

PROBLEM SOLVING SKILLS & NEGOTIATION

JUDGEMENT, ANALYSIS, & STRATEGIC THINKING

COMMUNICATION SKILLS & NETWORKING

NARRATIVE SKILLS & TRANSMEDIA NAVIGATION

NON-LINEAR THINKING PATTERNS

IMPROVED ATTENTION, VISION, AND COGNITION

"Gamers see the world differently.

! !

"They are able to extract more information from a visual scene."

Action video game playing is associated with improved visual sensitivity, but not alterations in visual sensory memory," L. Gregory Appelbaum, Matthew Cain, Elise Darling, Stephen Mitroff. Attention, Perception & Psychophysics, June, 2013. DOI - 10.3758/s13414-013-0472-7

STOP

Lev Vygotsky
17 November 1896 11 June 1934
!

Zone of proximal development

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social construcitivism
!

play theory

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ZONE OF PROXIMAL# DEVELOPMENT

MORE KNOWLEDGEABLE# OTHER

In play, children are involved in an imaginary situation, with explicit roles and implicit rules.
VYGOTSKY

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RULES

OBJECTIVES OBSTACLES

This leads to a greater degree of self-regulation, the children's actions being determined by the rules of the game.
VYGOTSKY

Games are the most elevated form of investigation.

When involved in play, children's concentration and application to the task are much greater than in academicallydirected activities contrived by the teacher.
VYGOTSKY

What the child is able to do in collaboration today he will be able to do independently tomorrow.
VYGOTSKY

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

Miles Dyer

STOP

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

LEVEL TWO: VIDEOGAMES IN THE C lASSROOM

Video games teach children what computers are beginning to teach adults--that some forms of learning are fast-paced, immensely compelling, and rewarding.
- Seymour Papert

The fact that they are enormously demanding of one's time and require new ways of thinking remains a small price to pay (and is perhaps even an advantage) to be vaulted into the future.

- Seymour Papert

Not surprisingly, by comparison school strikes many young people as slow, boring, and frankly out of touch.
- Seymour Papert

REAL
GAMES

EDUCATIONAL GAMES

VS.

atlantisremixed.org

COMPUTE R USE

INTERNE T USE

CREATIVITY

CELL PHONE USE

VIDEO GAME PLAY

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.

VIDEO GAME PLAY

CREATIVITY

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.

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LEVEL THREE: GAME DESIGN

PRODUCERS

CONSUMERS

teachwithportals.com

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www.roblox.com

gamestarmechanic.com

stemchallenge.org

www.truthandtrolls.com

www.pinkiesquare.com

BAD NEWS: !
The video game industry can be fairly competitive.

GOOD NEWS: !
The video game industry continues to grow.

I B 1

N O I L L

EDUCATION

EXPERIENCE

OPTION ONE:
PROFESSIONAL GAME PLAYER

OPTION TWO:
DESIGN YOUR OWN GAME

OPTION THREE:
CREATE AN ADD-ON OR MOD

OPTION FOUR:
BE INVOLVED IN A GAME COMMUNITY

DESIGN SENSE

CREATIVITY

COMMUNICATION

PASSION

DESIGN SENSE! CREATIVITY! COMMUNICATION! PASSION

Education must be orientated not towards the yesterday of a child's development, but towards its tomorrow.
VYGOTSKY