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WHO Says Yes, Adding It To Its List Of Diseases","publishDate":1559199085,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>A version of this story was originally published in 2018 and has been updated.\u003c/em>\u003c/p>\n\u003cp>They are popular. They are controversial. And now, video games have just become an internationally recognized addiction.\u003c/p>\n\u003cp>On May 25, the World Health Organization officially voted to adopt the latest edition of its International Classification of Diseases, or ICD, to include an entry on \"gaming disorder\" as a behavioral addiction.\u003c/p>\n\u003cp>This is a move that could alarm parents all over the country. \u003ca href=\"https://www.pewresearch.org/fact-tank/2018/09/17/5-facts-about-americans-and-video-games/\">According to Pew\u003c/a>, 97 percent of teen boys and 83 percent of girls play games on some kind of device.\u003c/p>\n\u003cp>But in order to be classified as having a disease, being a video game fan isn't enough. According to WHO, the criteria doesn't include a certain amount of hours spent playing. Instead, the description is of someone with an inability to stop playing even though it interferes with other areas of one's life, such as family relationships, school, work, and sleep. And, these problems would typically continue for at least one year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And although WHO's voice is powerful, it's not the last word in the world of science.\u003c/p>\n\u003cp>\"There is a fairly even split in the scientific community about whether 'tech addiction' is a real thing,\" says Dr. Michael Bishop, who runs Summerland, which he calls \"a summer camp for screen overuse\" for teens.\u003c/p>\n\u003cp>\u003cstrong>Dueling diagnoses\u003c/strong>\u003c/p>\n\u003cp>\"Technology addiction\" doesn't appear in the latest \u003cem>Diagnostic and Statistical Manual,\u003c/em> the \u003cem>DSM-V, \u003c/em>published in 2013. That's the bible of the psychiatric profession in the United States. The closest it comes is something called \"Internet Gaming Disorder,\" and that is listed as a condition for further study, not an official diagnosis.\u003c/p>\n\u003cp>This omission is important not only because it shapes therapists' and doctors' understanding of their patients but because without an official DSM code, it is harder to bill insurers for treatment of a specific issue.\u003c/p>\n\u003cp>Dr. Nicholas Kardaras is the author of the 2016 book \u003cem>Glow Kids: How Screen Addiction Is Hijacking Our Kids. \u003c/em>There are brain-imaging studies of the effects of screen time, he says. And he also has treated many teens who are so wrapped up in video games that they don't even get up to use the bathroom.\u003c/p>\n\u003cp>He says the evidence is clear, but we're not ready to face it.\u003c/p>\n\u003cp>\"We have, as a society, gone all-in on tech,\" he says. \"So we don't want some buzz-killing truth sayers telling us that the emperor has no clothes and that the devices that we've all so fallen in love with can be a problem\" — especially for kids and their developing brains, he adds.\u003c/p>\n\u003cp>Addiction may not be an official term in the U.S., at least not yet. But researchers and clinicians like Bishop, who avoid using it, are still concerned about some of the patterns of behavior they see.\u003c/p>\n\u003cp>\"I came to this issue out of a place of deep skepticism: addicted to video games? That can't be right,\" said Dr. Douglas Gentile at Iowa State University, who has been researching the effects of media on children for decades.\u003c/p>\n\u003cp>But \"I've been forced by data to accept that it's a problem,\" he told me when I interviewed him\u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\"> for my book\u003c/a> \u003cem>The Art of Screen Time\u003c/em>. \"Addiction to video games and Internet use, defined as 'serious dysfunction in multiple aspects of your life that achieves clinical significance,' does seem to exist.\"\u003c/p>\n\u003cp>\u003cstrong>Measuring problematic use\u003c/strong>\u003c/p>\n\u003cp>Gentile's definition doesn't address the questions of whether media can cause changes in your brain or create a true physical dependency.\u003c/p>\n\u003cp>It also doesn't address the question, raised by some of the clinicians I've spoken with, of whether media overuse is best thought of as a symptom of something else, such as depression, anxiety or ADHD. Gentile's definition simply asks whether someone's relationship to media is causing problems to the extent that the person would benefit from getting some help.\u003c/p>\n\u003cp>Gentile was one of the co-authors of a study published in November that tried to shed more light on that question. The study \u003ca href=\"http://psycnet.apa.org/record/2017-51599-001\">has the subtitle\u003c/a> \"A Parent Report Measure of Screen Media 'Addiction' in Children.\" Note that the term addiction is in quotes here. In the study, researchers asked parents of school-age children to complete a questionnaire based on the criteria for \"Internet Gaming Disorder.\"\u003c/p>\n\u003cp>For example, it asked: Is their preferred media activity the only thing that puts them in a good mood? Are they angry or otherwise unhappy when forced to unplug? Is their use increasing over time? Do they sneak around to use screens? Does it interfere with family activities, friendships or school?\u003c/p>\n\u003cp>The experts I've talked to say the question of whether an adult, or a child, has a problem with technology can't be answered simply by measuring screen time. What matters most, this study suggests, is your relationship to it, and that requires looking at the full context of life.\u003c/p>\n\u003cp>Sarah Domoff, the lead author on that study, runs the Problematic Media Assessment and Treatment clinic at the Center for Children, Families, and Communities at Central Michigan University. She works with young people directly, and also trains pediatricians to spot problems with screens and to offer help to families. She says that problems with video games often are found in children who also have a diagnosis such as ADHD or autism spectrum, while young people who have problems with social media are more likely to have a diagnosis such as depression or anxiety.\u003c/p>\n\u003cp>Rather than go \"cold turkey\" on technology, she focuses on helping families with \"harm reduction\" such as keeping devices out of the bedroom and making sure that young people go to school, spend time with friends and play outdoors. Addiction, she says, may be \"in the single digits\" --that is, less than 10 percent of all those who use media--but we need more research to know for sure.\u003c/p>\n\u003cp>\u003cstrong>Seeking treatment\u003c/strong>\u003c/p>\n\u003cp>Though tech addiction isn't officially recognized yet in the United States, there are in-patient treatment facilities for teens that try to address the problem.\u003c/p>\n\u003cp>For my book, I interviewed a teenage boy who attended a wilderness therapy program in Utah called Outback.\u003c/p>\n\u003cp>\"I started playing (video games) when I was around 9 years old,\" said Griffin, whose last name I didn't use to protect his privacy. He chose email over a phone interview. \"I played because I found it fun, but after a while I played mostly because I preferred it over socializing and confronting my problems.\"\u003c/p>\n\u003cp>After he spent weeks hiking through the wilderness, his mother saw a lot of improvement in his demeanor and focus. However, Griffin came home to a reality where he still needed a laptop for high school and still used a smartphone to connect with friends.\u003c/p>\n\u003cp>Bishop, who runs therapeutic Summerland camps in California and North Carolina, says the teens who come to him fall into two broad categories. There are the ones, overwhelmingly boys, who spend so much time playing video games that, in his words, they \"fall behind in their social skills.\" Often they are battling depression or anxiety, or they may be on the autism spectrum.\u003c/p>\n\u003cp>Then there is a group of mostly girls who misuse and overuse social media. They may be obsessed with taking selfies — Bishop calls them \"selfists\" — or they may have sent inappropriate pictures of themselves or bullied others online.\u003c/p>\n\u003cp>Regardless of the problem, \"We feel the issue is best conceptualized as a 'habit' over an 'addiction,' \" Bishop says. \"When teens think about their behavior as a habit, they are more empowered to change.\"\u003c/p>\n\u003cp>Labeling someone an addict, essentially saying he or she has a chronic disease, is a powerful move. And it may be especially dangerous for teens, who are in the process of forming their identities, says Maia Szalavitz.\u003c/p>\n\u003cp>Szalavitz is an addiction expert and the author of \u003cem>Unbroken Brain: A Revolutionary New Way Of Understanding Addiction. \u003c/em>Based on her experience with drug and alcohol addiction, she thinks grouping kids together who have problems with screens can be counterproductive. Young people with milder problems may learn from their more \"deviant peers,\" she says. For that reason, she would encourage families to start with individual or family counseling.\u003c/p>\n\u003cp>Different habits demand different approaches to treatment. People who have problematic relationships with alcohol, drugs or gambling can choose abstinence, though it's far from easy. Those who are binge eaters, however, cannot. They must rebuild their relationships with food while continuing to eat every day.\u003c/p>\n\u003cp>In today's world, technology may be more like food than it is like alcohol. Video games or social media may be avoidable, but most students need to use computers for school assignments, build tech skills for the workplace, and learn to combat distraction and procrastination as part of growing up.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The word \"addiction\" may currently be attracting controversy, but you don't need a doctor's official pronouncement to work on putting the devices down more often — or to encourage your kids to do so as well.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+%27Gaming+Disorder%27+An+Illness%3F+WHO+Says+Yes%2C+Adding+It+To+Its+List+Of+Diseases&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"For the first time, the World Health Organization will list \"gaming disorder\" as a behavioral addiction, a controversial move for some. ","status":"publish","parent":0,"modified":1559285714,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1537},"headData":{"title":"Is 'Gaming Disorder' An Illness? WHO Says Yes, Adding It To Its List Of Diseases | KQED","description":"For the first time, the World Health Organization will list "gaming disorder" as a behavioral addiction, a controversial move for some. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53753 https://ww2.kqed.org/mindshift/?p=53753","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/29/is-gaming-disorder-an-illness-who-says-yes-adding-it-to-its-list-of-diseases/","disqusTitle":"Is 'Gaming Disorder' An Illness? WHO Says Yes, Adding It To Its List Of Diseases","nprByline":"Anya Kamenetz","nprImageAgency":"Mustafa Hacalaki/Getty Images","nprStoryId":"727585904","nprApiLink":"http://api.npr.org/query?id=727585904&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/05/28/727585904/is-gaming-disorder-an-illness-the-who-says-yes-adding-it-to-its-list-of-diseases?ft=nprml&f=727585904","nprRetrievedStory":"1","nprPubDate":"Wed, 29 May 2019 10:02:00 -0400","nprStoryDate":"Tue, 28 May 2019 17:48:09 -0400","nprLastModifiedDate":"Wed, 29 May 2019 10:02:51 -0400","path":"/mindshift/53753/is-gaming-disorder-an-illness-who-says-yes-adding-it-to-its-list-of-diseases","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this story was originally published in 2018 and has been updated.\u003c/em>\u003c/p>\n\u003cp>They are popular. They are controversial. And now, video games have just become an internationally recognized addiction.\u003c/p>\n\u003cp>On May 25, the World Health Organization officially voted to adopt the latest edition of its International Classification of Diseases, or ICD, to include an entry on \"gaming disorder\" as a behavioral addiction.\u003c/p>\n\u003cp>This is a move that could alarm parents all over the country. \u003ca href=\"https://www.pewresearch.org/fact-tank/2018/09/17/5-facts-about-americans-and-video-games/\">According to Pew\u003c/a>, 97 percent of teen boys and 83 percent of girls play games on some kind of device.\u003c/p>\n\u003cp>But in order to be classified as having a disease, being a video game fan isn't enough. According to WHO, the criteria doesn't include a certain amount of hours spent playing. Instead, the description is of someone with an inability to stop playing even though it interferes with other areas of one's life, such as family relationships, school, work, and sleep. And, these problems would typically continue for at least one year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And although WHO's voice is powerful, it's not the last word in the world of science.\u003c/p>\n\u003cp>\"There is a fairly even split in the scientific community about whether 'tech addiction' is a real thing,\" says Dr. Michael Bishop, who runs Summerland, which he calls \"a summer camp for screen overuse\" for teens.\u003c/p>\n\u003cp>\u003cstrong>Dueling diagnoses\u003c/strong>\u003c/p>\n\u003cp>\"Technology addiction\" doesn't appear in the latest \u003cem>Diagnostic and Statistical Manual,\u003c/em> the \u003cem>DSM-V, \u003c/em>published in 2013. That's the bible of the psychiatric profession in the United States. The closest it comes is something called \"Internet Gaming Disorder,\" and that is listed as a condition for further study, not an official diagnosis.\u003c/p>\n\u003cp>This omission is important not only because it shapes therapists' and doctors' understanding of their patients but because without an official DSM code, it is harder to bill insurers for treatment of a specific issue.\u003c/p>\n\u003cp>Dr. Nicholas Kardaras is the author of the 2016 book \u003cem>Glow Kids: How Screen Addiction Is Hijacking Our Kids. \u003c/em>There are brain-imaging studies of the effects of screen time, he says. And he also has treated many teens who are so wrapped up in video games that they don't even get up to use the bathroom.\u003c/p>\n\u003cp>He says the evidence is clear, but we're not ready to face it.\u003c/p>\n\u003cp>\"We have, as a society, gone all-in on tech,\" he says. \"So we don't want some buzz-killing truth sayers telling us that the emperor has no clothes and that the devices that we've all so fallen in love with can be a problem\" — especially for kids and their developing brains, he adds.\u003c/p>\n\u003cp>Addiction may not be an official term in the U.S., at least not yet. But researchers and clinicians like Bishop, who avoid using it, are still concerned about some of the patterns of behavior they see.\u003c/p>\n\u003cp>\"I came to this issue out of a place of deep skepticism: addicted to video games? That can't be right,\" said Dr. Douglas Gentile at Iowa State University, who has been researching the effects of media on children for decades.\u003c/p>\n\u003cp>But \"I've been forced by data to accept that it's a problem,\" he told me when I interviewed him\u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\"> for my book\u003c/a> \u003cem>The Art of Screen Time\u003c/em>. \"Addiction to video games and Internet use, defined as 'serious dysfunction in multiple aspects of your life that achieves clinical significance,' does seem to exist.\"\u003c/p>\n\u003cp>\u003cstrong>Measuring problematic use\u003c/strong>\u003c/p>\n\u003cp>Gentile's definition doesn't address the questions of whether media can cause changes in your brain or create a true physical dependency.\u003c/p>\n\u003cp>It also doesn't address the question, raised by some of the clinicians I've spoken with, of whether media overuse is best thought of as a symptom of something else, such as depression, anxiety or ADHD. Gentile's definition simply asks whether someone's relationship to media is causing problems to the extent that the person would benefit from getting some help.\u003c/p>\n\u003cp>Gentile was one of the co-authors of a study published in November that tried to shed more light on that question. The study \u003ca href=\"http://psycnet.apa.org/record/2017-51599-001\">has the subtitle\u003c/a> \"A Parent Report Measure of Screen Media 'Addiction' in Children.\" Note that the term addiction is in quotes here. In the study, researchers asked parents of school-age children to complete a questionnaire based on the criteria for \"Internet Gaming Disorder.\"\u003c/p>\n\u003cp>For example, it asked: Is their preferred media activity the only thing that puts them in a good mood? Are they angry or otherwise unhappy when forced to unplug? Is their use increasing over time? Do they sneak around to use screens? Does it interfere with family activities, friendships or school?\u003c/p>\n\u003cp>The experts I've talked to say the question of whether an adult, or a child, has a problem with technology can't be answered simply by measuring screen time. What matters most, this study suggests, is your relationship to it, and that requires looking at the full context of life.\u003c/p>\n\u003cp>Sarah Domoff, the lead author on that study, runs the Problematic Media Assessment and Treatment clinic at the Center for Children, Families, and Communities at Central Michigan University. She works with young people directly, and also trains pediatricians to spot problems with screens and to offer help to families. She says that problems with video games often are found in children who also have a diagnosis such as ADHD or autism spectrum, while young people who have problems with social media are more likely to have a diagnosis such as depression or anxiety.\u003c/p>\n\u003cp>Rather than go \"cold turkey\" on technology, she focuses on helping families with \"harm reduction\" such as keeping devices out of the bedroom and making sure that young people go to school, spend time with friends and play outdoors. Addiction, she says, may be \"in the single digits\" --that is, less than 10 percent of all those who use media--but we need more research to know for sure.\u003c/p>\n\u003cp>\u003cstrong>Seeking treatment\u003c/strong>\u003c/p>\n\u003cp>Though tech addiction isn't officially recognized yet in the United States, there are in-patient treatment facilities for teens that try to address the problem.\u003c/p>\n\u003cp>For my book, I interviewed a teenage boy who attended a wilderness therapy program in Utah called Outback.\u003c/p>\n\u003cp>\"I started playing (video games) when I was around 9 years old,\" said Griffin, whose last name I didn't use to protect his privacy. He chose email over a phone interview. \"I played because I found it fun, but after a while I played mostly because I preferred it over socializing and confronting my problems.\"\u003c/p>\n\u003cp>After he spent weeks hiking through the wilderness, his mother saw a lot of improvement in his demeanor and focus. However, Griffin came home to a reality where he still needed a laptop for high school and still used a smartphone to connect with friends.\u003c/p>\n\u003cp>Bishop, who runs therapeutic Summerland camps in California and North Carolina, says the teens who come to him fall into two broad categories. There are the ones, overwhelmingly boys, who spend so much time playing video games that, in his words, they \"fall behind in their social skills.\" Often they are battling depression or anxiety, or they may be on the autism spectrum.\u003c/p>\n\u003cp>Then there is a group of mostly girls who misuse and overuse social media. They may be obsessed with taking selfies — Bishop calls them \"selfists\" — or they may have sent inappropriate pictures of themselves or bullied others online.\u003c/p>\n\u003cp>Regardless of the problem, \"We feel the issue is best conceptualized as a 'habit' over an 'addiction,' \" Bishop says. \"When teens think about their behavior as a habit, they are more empowered to change.\"\u003c/p>\n\u003cp>Labeling someone an addict, essentially saying he or she has a chronic disease, is a powerful move. And it may be especially dangerous for teens, who are in the process of forming their identities, says Maia Szalavitz.\u003c/p>\n\u003cp>Szalavitz is an addiction expert and the author of \u003cem>Unbroken Brain: A Revolutionary New Way Of Understanding Addiction. \u003c/em>Based on her experience with drug and alcohol addiction, she thinks grouping kids together who have problems with screens can be counterproductive. Young people with milder problems may learn from their more \"deviant peers,\" she says. For that reason, she would encourage families to start with individual or family counseling.\u003c/p>\n\u003cp>Different habits demand different approaches to treatment. People who have problematic relationships with alcohol, drugs or gambling can choose abstinence, though it's far from easy. Those who are binge eaters, however, cannot. They must rebuild their relationships with food while continuing to eat every day.\u003c/p>\n\u003cp>In today's world, technology may be more like food than it is like alcohol. Video games or social media may be avoidable, but most students need to use computers for school assignments, build tech skills for the workplace, and learn to combat distraction and procrastination as part of growing up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The word \"addiction\" may currently be attracting controversy, but you don't need a doctor's official pronouncement to work on putting the devices down more often — or to encourage your kids to do so as well.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+%27Gaming+Disorder%27+An+Illness%3F+WHO+Says+Yes%2C+Adding+It+To+Its+List+Of+Diseases&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53753/is-gaming-disorder-an-illness-who-says-yes-adding-it-to-its-list-of-diseases","authors":["byline_mindshift_53753"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21116","mindshift_20816","mindshift_114"],"featImg":"mindshift_53754","label":"mindshift"},"mindshift_52899":{"type":"posts","id":"mindshift_52899","meta":{"index":"posts_1591205157","site":"mindshift","id":"52899","score":null,"sort":[1547627581000]},"guestAuthors":[],"slug":"forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","title":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says","publishDate":1547627581,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The overuse of technology has overtaken drugs, sex and bullying as the biggest parental worry, according to the annual Brigham Young and \u003cem>Deseret News\u003c/em>\u003ca href=\"https://www.deseretnews.com/american-family-survey/2018\"> American Family Survey\u003c/a>.\u003c/p>\n\u003cp>But what are we actually supposed to be doing about it?\u003c/p>\n\u003cp>Jordan Shapiro, a Temple University professor whose background is in philosophy and psychology, has a prescription that might surprise you. In his new book, \u003cem>The New Childhood,\u003c/em> his argument is that we're not spending enough screen time with our kids.\u003c/p>\n\u003cp>\"One of the things I suggest in the book is that kids should be starting on social media much younger,\" he says. And, play more video games with your kids, too.\u003c/p>\n\u003cp>After Shapiro's divorce, he found himself solo parenting two little boys (now 11 and 13) who were obsessed with video games. He started playing the games simply as a way to connect with them. Then he discovered connections between the emotional catharsis and interactive storytelling on the screen, and thinkers like Carl Jung and Plato. He came to realize that part of his job as a parent was to help his children make sense of their online experiences and teach them how to uphold enduring values in the new world they are living in.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, he thinks about the intersection of child development and digital media as a senior fellow for the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> and nonresident fellow in the Center for Universal Education at the \u003ca href=\"https://www.brookings.edu/experts/jordan-shapiro/\">Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>Shapiro spoke to NPR about his new book and approach. The following interview has been shortened and edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>You teach the core curriculum at Temple University and helped adapt it to an online version. How do your studies inform your thinking about YouTube and Facebook? \u003c/strong>\u003c/p>\n\u003cp>My background is ancient philosophy. I think we have very few new values. I love the old stuff — Plato and Homer. All the world's great religions have tons of wisdom to offer us in a changing world. We need to figure out how to apply how they lived to a very different time and place. If you look historically — let's say every hundred years, there's these huge transitions that require giant adaptations so [the old ways] are still meaningful.\u003c/p>\n\u003cp>\u003cstrong>You talk in the book about how a lot of expert advice focuses on simply limiting the screens, but that doesn't help us teach our kids how to make that kind of transition or that adaptation, to interact ethically in the digital world.\u003c/strong>\u003c/p>\n\u003cp>Right. People are trying to do things like device-free dinner because they are scared of the way work and home have enmeshed.\u003c/p>\n\u003cp>Home was safe, and now these devices bring the entire world inside. Are your kids home or are they in Fortnite? They're here and somewhere else — in the ugly agora and within the beautiful picket fence.\u003c/p>\n\u003cp>\u003cstrong>But it's good to have some respite from the outside world and the digital world, right?\u003c/strong>\u003c/p>\n\u003cp>Sure. We have family dinner in our house. It's mostly device-free. No one should be watching YouTube videos the whole time. But most of the time we have conversations that necessitate pulling up a YouTube video or Googling something to make a point.\u003c/p>\n\u003cp>They're not going to learn good date behavior if they've never had a phone before.\u003c/p>\n\u003cp>How are we going to maintain those positive things, the compassion, ethics, good social skills and intimate relationships, if we're teaching them to live in a world that doesn't look like the world they're living in?\u003c/p>\n\u003cp>\u003cstrong>Can you give some more concrete examples of how you teach kids to maintain positive values in the digital world?\u003c/strong>\u003c/p>\n\u003cp>Let's take violent video games. All tools should be facilitating our ability to create a more meaningful, more just world. Sometimes our children are going to seek out violent games.\u003c/p>\n\u003cp>And we teach them violence is bad, but playing violent make-believe isn't necessarily bad.\u003c/p>\n\u003cp>\u003cstrong>Do you still play video games with your kids? What do you do if you're just not a gamer? I'm not. \u003c/strong>\u003c/p>\n\u003cp>Not as much, because they're much better than me now. But I still talk to them about it; I ask them to show me what they're playing; I'll watch them. I'll tease them and say, this looks stupid, explain to me why you're interested. You can tell them the reasons you don't like it, as long as it's a conversation and not a scolding.\u003c/p>\n\u003cp>We teach them how to make sense of the narratives they construct. Whether you're talking about video games or social media or YouTube, how do you enable them to construct a meaningful narrative in relationship to these artifacts?\u003c/p>\n\u003cp>\u003cstrong>And your approach seems to be kind of like the Socratic method — you ask questions.\u003c/strong>\u003c/p>\n\u003cp>That's part of it, yes. So my sons are into these YouTube videos where kids open toys. It's the most disgusting representation of consumerism I can imagine. Just a terrible kind of video.\u003c/p>\n\u003cp>\u003cstrong>It's incredibly popular too — in fact an 8-year-old with a toy channel was the \u003c/strong>\u003ca href=\"https://www.forbes.com/sites/natalierobehmed/2018/12/03/highest-paid-youtube-stars-2018-markiplier-jake-paul-pewdiepie-and-more/#2092f651909a\">\u003cstrong>top moneymaker on YouTube \u003c/strong>\u003c/a>\u003cstrong>last year.\u003c/strong>\u003c/p>\n\u003cp>Right. I don't think, 'Oh it shouldn't exist.' I'm in favor of free speech. But then if my kids watch it, I want to have the conversation about why I find this attitude so weird and problematic, and I want to teach them to think about it that way. So now after having lots of these conversations, the first thing they do with every YouTube video they watch is ask, who paid for it, what are they trying to sell me?\u003c/p>\n\u003cp>\u003cstrong>So the idea is that they internalize your ethical voice? \u003c/strong>\u003c/p>\n\u003cp>We spend their entire lives teaching them how to share, how to get along. The alternative is throwing 20 kids into a room, locking the door, and saying don't worry, they'll end up hugging. That's kind of what we do when we put a hormonal prepubescent on social media for the first time.\u003c/p>\n\u003cp>\u003cstrong>And this is why you say kids should be starting on social media much younger than they are? \u003c/strong>\u003c/p>\n\u003cp>If we want to get rid of the horrible stuff happening on Twitter right now, then we need to model it for kids when they're 7 and all they want to do is be like their parents. I think we should have church groups and sports teams, small social media groups, so adults can model what to do. Or large families can have a family social network. You can share pictures and maybe you do gently tease someone, so they see the difference between kind and mean teasing.\u003c/p>\n\u003cp>\u003cstrong>This came up recently in \u003c/strong>\u003ca href=\"https://www.npr.org/2018/12/17/672976298/teen-girls-and-their-moms-get-candid-about-phones-and-social-media\">\u003cstrong>one of my conversations\u003c/strong>\u003c/a>\u003cstrong> with a 16-year-old girl and her mother. She was exasperated that all her aunts were following her on Instagram, using her childhood nickname, leaving embarrassing comments, but her mother was happy to have so many people looking out for her. \u003c/strong>\u003c/p>\n\u003cp>I learned to be able to have a civil argument at holiday dinners. I watched my parents, uncles and aunts have political arguments, with love and kindness, also sarcasm and also teasing. That's how I know how to do it at a dinner table.\u003c/p>\n\u003cp>\u003cstrong>The American Academy of Pediatrics supports this idea of \u003c/strong>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone\">\u003cstrong>joint media engagement\u003c/strong>\u003c/a>\u003cstrong>, basically engaging alongside your kids, as you suggest, whether with games, videos or social media. But isn't there such a thing as too much screen time? \u003c/strong>\u003c/p>\n\u003cp>When people talk about \u003ca href=\"https://www.npr.org/sections/ed/2018/02/05/579554273/screen-addiction-among-teens-is-there-such-a-thing\">addiction\u003c/a>, I think it's weird we want to blame the digital media because you can form unhealthy relationships with lots of things — food, sex, work, money.\u003c/p>\n\u003cp>And what we do is we try to teach people how to not develop those relationships.\u003c/p>\n\u003cp>We don't blame the eating, sex, work or money itself.\u003c/p>\n\u003cp>And what I'm often trying to explain is that we're seeing unhealthy relationships because we're leaving our kids to figure it out on their own.\u003c/p>\n\u003cp>\u003cstrong>We're using screens as a babysitter.\u003c/strong>\u003c/p>\n\u003cp>There's an \u003ca href=\"https://link.springer.com/epdf/10.1007/s10826-018-1275-1?shared_access_token=lCeQFSZTAuO_9PGzu4lG9_e4RwlQNchNByi7wbcMAY64_I8hc_BePk8u2g_IhOrpHidAD8vgEsN7V_IHAO8GTKUXwgNS7ImCRwSafWFv_HfUYDYThEraoqdQh1W7jIqw_RQtGXJEITw9WPzTmp-zvMyi8tozMidIGEXJcartKLM%3D\">interesting study\u003c/a> that recently came out that looked at how parents and young children were interacting around devices. It showed that this joint media engagement is not happening.\u003c/p>\n\u003cp>Most interactions are negotiations about how much to use, or tech support kinds of things. And almost no discussion of what they're actually doing on the screen, and when it is discussed it's usually initiated by the kids.\u003c/p>\n\u003cp>\u003cstrong>I feel like part of the problem is that parents are getting essentially abstinence-only education, like in sex education. \u003c/strong>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/08/23/545289168/abstinence-education-is-ineffective-and-unethical-report-argues\">\u003cstrong>The research on that \u003c/strong>\u003c/a>\u003cstrong>says, if all you hear is, \"Just say no,\" it has no positive effects. \u003c/strong>\u003c/p>\n\u003cp>Nobody actually thinks we're going to have a world without [tech]. They're aiming for that healthy relationship. A healthy relationship is you being able to have the autonomy to make good decisions. That's what we're trying to teach our kids — to make those decisions. If we make it all about here's the restrictions, the on/off switch mentality, that doesn't teach them to make smart, autonomous decisions.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>NPR is partnering with Sesame on a new \u003c/em>\u003ca href=\"https://www.npr.org/about-npr/676029951/nprs-life-kit-podcasts-tools-to-help-you-get-it-together?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social\">podcast\u003c/a> \u003cem>called Life Kit. Much like Jordan Shapiro's\u003c/em> \u003cem>new book, it\u003c/em> \u003cem>will provide overviews of problems or questions in areas where NPR has deep expertise — starting with personal finance, health and wellness, and parenting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Forget+Screen+Time+Rules+%E2%80%94+Lean+In+To+Parenting+Your+Wired+Child%2C+Author+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In his new book, \u003cem>The New Childhood,\u003c/em> Jordan Shapiro argues that we're not spending enough screen time with our kids.","status":"publish","parent":0,"modified":1547627581,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":1600},"headData":{"title":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says | KQED","description":"In his new book, The New Childhood, Jordan Shapiro argues that we're not spending enough screen time with our kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52899 https://ww2.kqed.org/mindshift/?p=52899","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/16/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says/","disqusTitle":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says","nprByline":"Anya Kamenetz","nprImageAgency":"Ryan Johnson for NPR","nprStoryId":"679304393","nprApiLink":"http://api.npr.org/query?id=679304393&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/01/15/679304393/forget-screen-time-rules-lean-in-to-parenting-your-wired-child?ft=nprml&f=679304393","nprRetrievedStory":"1","nprPubDate":"Tue, 15 Jan 2019 15:46:00 -0500","nprStoryDate":"Tue, 15 Jan 2019 13:15:00 -0500","nprLastModifiedDate":"Tue, 15 Jan 2019 15:46:35 -0500","path":"/mindshift/52899/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The overuse of technology has overtaken drugs, sex and bullying as the biggest parental worry, according to the annual Brigham Young and \u003cem>Deseret News\u003c/em>\u003ca href=\"https://www.deseretnews.com/american-family-survey/2018\"> American Family Survey\u003c/a>.\u003c/p>\n\u003cp>But what are we actually supposed to be doing about it?\u003c/p>\n\u003cp>Jordan Shapiro, a Temple University professor whose background is in philosophy and psychology, has a prescription that might surprise you. In his new book, \u003cem>The New Childhood,\u003c/em> his argument is that we're not spending enough screen time with our kids.\u003c/p>\n\u003cp>\"One of the things I suggest in the book is that kids should be starting on social media much younger,\" he says. And, play more video games with your kids, too.\u003c/p>\n\u003cp>After Shapiro's divorce, he found himself solo parenting two little boys (now 11 and 13) who were obsessed with video games. He started playing the games simply as a way to connect with them. Then he discovered connections between the emotional catharsis and interactive storytelling on the screen, and thinkers like Carl Jung and Plato. He came to realize that part of his job as a parent was to help his children make sense of their online experiences and teach them how to uphold enduring values in the new world they are living in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, he thinks about the intersection of child development and digital media as a senior fellow for the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> and nonresident fellow in the Center for Universal Education at the \u003ca href=\"https://www.brookings.edu/experts/jordan-shapiro/\">Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>Shapiro spoke to NPR about his new book and approach. The following interview has been shortened and edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>You teach the core curriculum at Temple University and helped adapt it to an online version. How do your studies inform your thinking about YouTube and Facebook? \u003c/strong>\u003c/p>\n\u003cp>My background is ancient philosophy. I think we have very few new values. I love the old stuff — Plato and Homer. All the world's great religions have tons of wisdom to offer us in a changing world. We need to figure out how to apply how they lived to a very different time and place. If you look historically — let's say every hundred years, there's these huge transitions that require giant adaptations so [the old ways] are still meaningful.\u003c/p>\n\u003cp>\u003cstrong>You talk in the book about how a lot of expert advice focuses on simply limiting the screens, but that doesn't help us teach our kids how to make that kind of transition or that adaptation, to interact ethically in the digital world.\u003c/strong>\u003c/p>\n\u003cp>Right. People are trying to do things like device-free dinner because they are scared of the way work and home have enmeshed.\u003c/p>\n\u003cp>Home was safe, and now these devices bring the entire world inside. Are your kids home or are they in Fortnite? They're here and somewhere else — in the ugly agora and within the beautiful picket fence.\u003c/p>\n\u003cp>\u003cstrong>But it's good to have some respite from the outside world and the digital world, right?\u003c/strong>\u003c/p>\n\u003cp>Sure. We have family dinner in our house. It's mostly device-free. No one should be watching YouTube videos the whole time. But most of the time we have conversations that necessitate pulling up a YouTube video or Googling something to make a point.\u003c/p>\n\u003cp>They're not going to learn good date behavior if they've never had a phone before.\u003c/p>\n\u003cp>How are we going to maintain those positive things, the compassion, ethics, good social skills and intimate relationships, if we're teaching them to live in a world that doesn't look like the world they're living in?\u003c/p>\n\u003cp>\u003cstrong>Can you give some more concrete examples of how you teach kids to maintain positive values in the digital world?\u003c/strong>\u003c/p>\n\u003cp>Let's take violent video games. All tools should be facilitating our ability to create a more meaningful, more just world. Sometimes our children are going to seek out violent games.\u003c/p>\n\u003cp>And we teach them violence is bad, but playing violent make-believe isn't necessarily bad.\u003c/p>\n\u003cp>\u003cstrong>Do you still play video games with your kids? What do you do if you're just not a gamer? I'm not. \u003c/strong>\u003c/p>\n\u003cp>Not as much, because they're much better than me now. But I still talk to them about it; I ask them to show me what they're playing; I'll watch them. I'll tease them and say, this looks stupid, explain to me why you're interested. You can tell them the reasons you don't like it, as long as it's a conversation and not a scolding.\u003c/p>\n\u003cp>We teach them how to make sense of the narratives they construct. Whether you're talking about video games or social media or YouTube, how do you enable them to construct a meaningful narrative in relationship to these artifacts?\u003c/p>\n\u003cp>\u003cstrong>And your approach seems to be kind of like the Socratic method — you ask questions.\u003c/strong>\u003c/p>\n\u003cp>That's part of it, yes. So my sons are into these YouTube videos where kids open toys. It's the most disgusting representation of consumerism I can imagine. Just a terrible kind of video.\u003c/p>\n\u003cp>\u003cstrong>It's incredibly popular too — in fact an 8-year-old with a toy channel was the \u003c/strong>\u003ca href=\"https://www.forbes.com/sites/natalierobehmed/2018/12/03/highest-paid-youtube-stars-2018-markiplier-jake-paul-pewdiepie-and-more/#2092f651909a\">\u003cstrong>top moneymaker on YouTube \u003c/strong>\u003c/a>\u003cstrong>last year.\u003c/strong>\u003c/p>\n\u003cp>Right. I don't think, 'Oh it shouldn't exist.' I'm in favor of free speech. But then if my kids watch it, I want to have the conversation about why I find this attitude so weird and problematic, and I want to teach them to think about it that way. So now after having lots of these conversations, the first thing they do with every YouTube video they watch is ask, who paid for it, what are they trying to sell me?\u003c/p>\n\u003cp>\u003cstrong>So the idea is that they internalize your ethical voice? \u003c/strong>\u003c/p>\n\u003cp>We spend their entire lives teaching them how to share, how to get along. The alternative is throwing 20 kids into a room, locking the door, and saying don't worry, they'll end up hugging. That's kind of what we do when we put a hormonal prepubescent on social media for the first time.\u003c/p>\n\u003cp>\u003cstrong>And this is why you say kids should be starting on social media much younger than they are? \u003c/strong>\u003c/p>\n\u003cp>If we want to get rid of the horrible stuff happening on Twitter right now, then we need to model it for kids when they're 7 and all they want to do is be like their parents. I think we should have church groups and sports teams, small social media groups, so adults can model what to do. Or large families can have a family social network. You can share pictures and maybe you do gently tease someone, so they see the difference between kind and mean teasing.\u003c/p>\n\u003cp>\u003cstrong>This came up recently in \u003c/strong>\u003ca href=\"https://www.npr.org/2018/12/17/672976298/teen-girls-and-their-moms-get-candid-about-phones-and-social-media\">\u003cstrong>one of my conversations\u003c/strong>\u003c/a>\u003cstrong> with a 16-year-old girl and her mother. She was exasperated that all her aunts were following her on Instagram, using her childhood nickname, leaving embarrassing comments, but her mother was happy to have so many people looking out for her. \u003c/strong>\u003c/p>\n\u003cp>I learned to be able to have a civil argument at holiday dinners. I watched my parents, uncles and aunts have political arguments, with love and kindness, also sarcasm and also teasing. That's how I know how to do it at a dinner table.\u003c/p>\n\u003cp>\u003cstrong>The American Academy of Pediatrics supports this idea of \u003c/strong>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone\">\u003cstrong>joint media engagement\u003c/strong>\u003c/a>\u003cstrong>, basically engaging alongside your kids, as you suggest, whether with games, videos or social media. But isn't there such a thing as too much screen time? \u003c/strong>\u003c/p>\n\u003cp>When people talk about \u003ca href=\"https://www.npr.org/sections/ed/2018/02/05/579554273/screen-addiction-among-teens-is-there-such-a-thing\">addiction\u003c/a>, I think it's weird we want to blame the digital media because you can form unhealthy relationships with lots of things — food, sex, work, money.\u003c/p>\n\u003cp>And what we do is we try to teach people how to not develop those relationships.\u003c/p>\n\u003cp>We don't blame the eating, sex, work or money itself.\u003c/p>\n\u003cp>And what I'm often trying to explain is that we're seeing unhealthy relationships because we're leaving our kids to figure it out on their own.\u003c/p>\n\u003cp>\u003cstrong>We're using screens as a babysitter.\u003c/strong>\u003c/p>\n\u003cp>There's an \u003ca href=\"https://link.springer.com/epdf/10.1007/s10826-018-1275-1?shared_access_token=lCeQFSZTAuO_9PGzu4lG9_e4RwlQNchNByi7wbcMAY64_I8hc_BePk8u2g_IhOrpHidAD8vgEsN7V_IHAO8GTKUXwgNS7ImCRwSafWFv_HfUYDYThEraoqdQh1W7jIqw_RQtGXJEITw9WPzTmp-zvMyi8tozMidIGEXJcartKLM%3D\">interesting study\u003c/a> that recently came out that looked at how parents and young children were interacting around devices. It showed that this joint media engagement is not happening.\u003c/p>\n\u003cp>Most interactions are negotiations about how much to use, or tech support kinds of things. And almost no discussion of what they're actually doing on the screen, and when it is discussed it's usually initiated by the kids.\u003c/p>\n\u003cp>\u003cstrong>I feel like part of the problem is that parents are getting essentially abstinence-only education, like in sex education. \u003c/strong>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/08/23/545289168/abstinence-education-is-ineffective-and-unethical-report-argues\">\u003cstrong>The research on that \u003c/strong>\u003c/a>\u003cstrong>says, if all you hear is, \"Just say no,\" it has no positive effects. \u003c/strong>\u003c/p>\n\u003cp>Nobody actually thinks we're going to have a world without [tech]. They're aiming for that healthy relationship. A healthy relationship is you being able to have the autonomy to make good decisions. That's what we're trying to teach our kids — to make those decisions. If we make it all about here's the restrictions, the on/off switch mentality, that doesn't teach them to make smart, autonomous decisions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>NPR is partnering with Sesame on a new \u003c/em>\u003ca href=\"https://www.npr.org/about-npr/676029951/nprs-life-kit-podcasts-tools-to-help-you-get-it-together?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social\">podcast\u003c/a> \u003cem>called Life Kit. Much like Jordan Shapiro's\u003c/em> \u003cem>new book, it\u003c/em> \u003cem>will provide overviews of problems or questions in areas where NPR has deep expertise — starting with personal finance, health and wellness, and parenting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Forget+Screen+Time+Rules+%E2%80%94+Lean+In+To+Parenting+Your+Wired+Child%2C+Author+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52899/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","authors":["byline_mindshift_52899"],"categories":["mindshift_192"],"tags":["mindshift_273","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_20568","mindshift_20816","mindshift_114"],"featImg":"mindshift_52900","label":"mindshift"},"mindshift_45320":{"type":"posts","id":"mindshift_45320","meta":{"index":"posts_1591205157","site":"mindshift","id":"45320","score":null,"sort":[1464942768000]},"guestAuthors":[],"slug":"how-video-game-theatre-sparks-new-life-into-the-classics","title":"How Video Game Theatre Sparks New Life into the Classics","publishDate":1464942768,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The classics may seem like an endangered species in K-12 curriculums as they become increasingly incompatible with a wired generation accustomed to novelty, online interaction and instant gratification. Teens who now spend up to \u003ca href=\"https://www.commonsensemedia.org/about-us/news/press-releases/landmark-report-us-teens-use-an-average-of-nine-hours-of-media-per-day\">nine hours a day\u003c/a> consuming digital media prize all things “epic,” except an epic itself.\u003c/p>\n\u003cp>Who has time for Homer and Virgil’s dusty old words when the siren song of notifications beckon? A modern tragedy? Drama teacher and theater director Eddie Kim proves that it doesn’t have to be an either/or proposition. Kim and his students at the Pierrepont School in Connecticut marry the classical past and the digital now with mesmerizing performances that combine traditional literature, experimental theater and video games. Welcome to the world of \u003ca href=\"http://www.ektheater.com/#/grand-theft-ovid-2/\">\u003cem>Grand Theft Ovid\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Kim knew he was onto something when a noisy and restless high school audience was reduced to rapt silence by his company’s performance of the myth of Niobe from Ovid’s \u003cem>Metamorphoses\u003c/em>. The tragic tale of a mother whose children are murdered by vengeful gods is certainly Netflix-worthy material, but what really struck a chord with the students was that it was staged on \u003cem>Halo: Reach\u003c/em>, part of the blockbuster sci-fi video game franchise.\u003c/p>\n\u003cp>Students narrate dialogue from classic works to scenes of video games as avatars move through the action. The director decides which game scene will project on the main screen.\u003c/p>\n\u003cp>Although the action takes place on a large screen, the flesh and blood performers and technical crew are also part of the show. Digital puppeteers, voice actors and technicians sit below the screen in a highly visible row of glowing computer terminals and game consoles, speaking lines, moving characters and managing the sounds and transitions. Kim’s decision to keep the performers and their computers exposed to the audience is a deliberate nod to traditional Japanese Bunraku puppetry and the writings of Bertolt Brecht.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Experiencing a classical myth expressed as a video game resonated with the youthful audience, underscoring the value of articulating the past in a relevant and contemporary format, according to Kim. “[Students] did not seem interested in us, in what we were doing, or in Ovid,\" he said. As the story unfolded, the audience became more interested. \"The mood changed dramatically.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Obh5IMU6euY\u003c/p>\n\u003cp>Kim and his students formed the \u003ca href=\"http://www.ektheater.com/\">EK Theater\u003c/a> company, whose tagline compactly sums their vision: \u003cem>retelling classical stories through video games\u003c/em>. Although based out of a school, EK Theater operates like a professional company. Kim and his students build the productions from the ground up, tour and perform in venues like the \u003ca href=\"http://bricktheater.com/\">Brick Theater\u003c/a> in Brooklyn and Harvard’s \u003ca href=\"http://americanrepertorytheater.org/\">American Repertory Theater (ART)\u003c/a>. The company’s eclectic repertoire includes Poe’s \u003cem>The Tell-Tale Heart\u003c/em>, Shakespeare’s \u003cem>Romeo and Juliet\u003c/em>, an ancient Arabic fairytale and stories from Livy’s \u003cem>Ab Urbe Condita\u003c/em>, which depicts the mythical founding of Rome. Middle and high school students in the company must meet the technical, artistic and logistical demands of a seasoned theater crowd. “My experiences taught me that you actually can take an idea, make it real and see people respond to it, ” said Connor Sedlacek, an alumnus of Kim’s troupe and the Pierrepont School, who now studies Classics at NYU Gallatin School of Individualized Studies and produces his own video game theater productions. He said the production helps underscore the importance of including hands-on, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\">experiential learning opportunities\u003c/a> in schools.\u003c/p>\n\u003cp>The shows are praised for their fidelity to the classical source texts, which is in part a credit to the students who translated many of the works from the original Latin. “For \u003cem>Grand Theft Ovid 2\u003c/em>, some Pierrepont students and I worked as a committee to produce our own Latin-to-English translation of the relevant parts of \u003cem>The Metamorphoses\u003c/em>,” remembers Sedlacek. “Translating by committee is actually a very effective method, but things did get very heated about certain word-choices. Making a translation intended for an audience is very different from making one for your Latin class: you become a lot more invested in your choices, because you really want it to interest people.”\u003c/p>\n\u003cp>“Where adults might see our work as being innovative and technical, kids see it quite differently,” Kim said. “They see it as being an accessible art form. They have their own stories to tell, and they can see themselves doing what we do.”\u003c/p>\n\u003cp>Part theater, part machinima, part puppet show, Kim first conceived the hybrid art form in 2007 for The Tiny Theater Festival, where participants were restricted to perform 10-minute segments in 6-foot cubes. “It was while trying to figure out how I could present a piece in such a small space that the idea of using video games first occurred to me,” says Kim. “By projecting the MMORPG [massive multiplayer online role-playing game], \u003cem>World of Warcraft\u003c/em>, to a screen mounted at the back of the cube, I could present an entire world for the audience.” He enlisted two students to help him and successfully produced W.B. Yeats’ \u003cem>Cathleen ni Houlihan\u003c/em> on the ultra-popular online game. And in that 6-foot cube, a new art form was born.\u003c/p>\n\u003cp>Harvard University comparative literature professor David Damrosch believes that new media, like video games, are the “new material conditions” by which stories are being told, and warrant the same degree of serious critical consideration as their print-based predecessors. “The study of classic literary texts is [not] fated to whither away,” writes Damrosch in \u003cem>Geopoetics: World Literature and the Global Mediascape\u003c/em>. “Literary studies can thrive in the newly expansive media environment, bringing new audiences to our favorite authors.” Rather than resist or compete with new media, Kim’s approach reconciles past and present. It’s worth remembering that many of the stories from antiquity were originally transmitted orally, and were only later committed to the new technology of writing. Similarly, these enduring narratives can now be communicated through video games, a central (perhaps \u003cem>the\u003c/em> central) source of storytelling in contemporary culture.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=sYmTTOVBWLQ\u003c/p>\n\u003cp>Despite his devotion to the classics, Sedlacek emphasizes the importance in letting them find new forms. “I don’t think it helps to act as if the classics occupy a sacred space isolated from the rest of culture. It’s better to allow these texts to be played with, to put them into conversation with the other media that make up our world.” He describes video game puppetry as a “postmodern mashup of old and new, high and low. Video games lend flair and fun, the stories lend wisdom and gravity. Together, they give the audience a chance to appreciate both for the unique feelings and thoughts they can evoke in us.”\u003c/p>\n\u003cp>But what is lost? Is acting by means of an avatar really acting? Does a repurposed video game lend the same gravity as a traditional stage performance? Sedlacek sees it as a series of trade-offs. “When we do theater in the game, we are acting in the same way that flesh-and-blood thespians do. We gesture, we pause dramatically, we try to elicit a response using our digital bodies. Each game offers its own possibilities for representation, possibilities that are very different from that which reality offers us.”\u003c/p>\n\u003cp>In the epilogue of his bestselling \u003cem>The Game Believes in You\u003c/em>, USA Today reporter Greg Toppo also attests to the power of this type of hybrid performance. He praises \u003cem>The Surface: The World Above\u003c/em>, a Mozart inspired opera produced entirely on \u003cem>Minecraf\u003c/em>t, the popular world building video game. Toppo was moved by the piece and described this fusion of high art and video games as “the most promising application of games and learning that I’ve seen.”\u003c/p>\n\u003cp>Kim’s work is a model of how educators can creatively blend the traditional and progressive, past and future, digital and analog to produce a meaningful and persistent learning experience. Most importantly, this type of synthesis empowers students to articulate their condition by leveraging their passions and interests. As Toppo notes, it is critical for teachers to understand the real world their students live in, and bring that world to the classroom. “This is cutting-edge technology applied to something totally new and strange and beautiful,” writes Toppo. “It offers kids a chance to create something no one has ever seen, something keyed to their passions but with an eye towards broadening them. They start with one foot in a familiar world and end up somewhere new and different.”\u003c/p>\n\u003cp>More on EK Theater by Ars Technica:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=O-svKi7k0EU\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Teens set classic works to video games to create next-level theater. ","status":"publish","parent":0,"modified":1464942768,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1496},"headData":{"title":"How Video Game Theatre Sparks New Life into the Classics | KQED","description":"Teens set classic works to video games to create next-level theater. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45320 http://ww2.kqed.org/mindshift/?p=45320","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/03/how-video-game-theatre-sparks-new-life-into-the-classics/","disqusTitle":"How Video Game Theatre Sparks New Life into the Classics","path":"/mindshift/45320/how-video-game-theatre-sparks-new-life-into-the-classics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The classics may seem like an endangered species in K-12 curriculums as they become increasingly incompatible with a wired generation accustomed to novelty, online interaction and instant gratification. Teens who now spend up to \u003ca href=\"https://www.commonsensemedia.org/about-us/news/press-releases/landmark-report-us-teens-use-an-average-of-nine-hours-of-media-per-day\">nine hours a day\u003c/a> consuming digital media prize all things “epic,” except an epic itself.\u003c/p>\n\u003cp>Who has time for Homer and Virgil’s dusty old words when the siren song of notifications beckon? A modern tragedy? Drama teacher and theater director Eddie Kim proves that it doesn’t have to be an either/or proposition. Kim and his students at the Pierrepont School in Connecticut marry the classical past and the digital now with mesmerizing performances that combine traditional literature, experimental theater and video games. Welcome to the world of \u003ca href=\"http://www.ektheater.com/#/grand-theft-ovid-2/\">\u003cem>Grand Theft Ovid\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Kim knew he was onto something when a noisy and restless high school audience was reduced to rapt silence by his company’s performance of the myth of Niobe from Ovid’s \u003cem>Metamorphoses\u003c/em>. The tragic tale of a mother whose children are murdered by vengeful gods is certainly Netflix-worthy material, but what really struck a chord with the students was that it was staged on \u003cem>Halo: Reach\u003c/em>, part of the blockbuster sci-fi video game franchise.\u003c/p>\n\u003cp>Students narrate dialogue from classic works to scenes of video games as avatars move through the action. The director decides which game scene will project on the main screen.\u003c/p>\n\u003cp>Although the action takes place on a large screen, the flesh and blood performers and technical crew are also part of the show. Digital puppeteers, voice actors and technicians sit below the screen in a highly visible row of glowing computer terminals and game consoles, speaking lines, moving characters and managing the sounds and transitions. Kim’s decision to keep the performers and their computers exposed to the audience is a deliberate nod to traditional Japanese Bunraku puppetry and the writings of Bertolt Brecht.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Experiencing a classical myth expressed as a video game resonated with the youthful audience, underscoring the value of articulating the past in a relevant and contemporary format, according to Kim. “[Students] did not seem interested in us, in what we were doing, or in Ovid,\" he said. As the story unfolded, the audience became more interested. \"The mood changed dramatically.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Obh5IMU6euY'\n title='//www.youtube.com/embed/Obh5IMU6euY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Kim and his students formed the \u003ca href=\"http://www.ektheater.com/\">EK Theater\u003c/a> company, whose tagline compactly sums their vision: \u003cem>retelling classical stories through video games\u003c/em>. Although based out of a school, EK Theater operates like a professional company. Kim and his students build the productions from the ground up, tour and perform in venues like the \u003ca href=\"http://bricktheater.com/\">Brick Theater\u003c/a> in Brooklyn and Harvard’s \u003ca href=\"http://americanrepertorytheater.org/\">American Repertory Theater (ART)\u003c/a>. The company’s eclectic repertoire includes Poe’s \u003cem>The Tell-Tale Heart\u003c/em>, Shakespeare’s \u003cem>Romeo and Juliet\u003c/em>, an ancient Arabic fairytale and stories from Livy’s \u003cem>Ab Urbe Condita\u003c/em>, which depicts the mythical founding of Rome. Middle and high school students in the company must meet the technical, artistic and logistical demands of a seasoned theater crowd. “My experiences taught me that you actually can take an idea, make it real and see people respond to it, ” said Connor Sedlacek, an alumnus of Kim’s troupe and the Pierrepont School, who now studies Classics at NYU Gallatin School of Individualized Studies and produces his own video game theater productions. He said the production helps underscore the importance of including hands-on, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\">experiential learning opportunities\u003c/a> in schools.\u003c/p>\n\u003cp>The shows are praised for their fidelity to the classical source texts, which is in part a credit to the students who translated many of the works from the original Latin. “For \u003cem>Grand Theft Ovid 2\u003c/em>, some Pierrepont students and I worked as a committee to produce our own Latin-to-English translation of the relevant parts of \u003cem>The Metamorphoses\u003c/em>,” remembers Sedlacek. “Translating by committee is actually a very effective method, but things did get very heated about certain word-choices. Making a translation intended for an audience is very different from making one for your Latin class: you become a lot more invested in your choices, because you really want it to interest people.”\u003c/p>\n\u003cp>“Where adults might see our work as being innovative and technical, kids see it quite differently,” Kim said. “They see it as being an accessible art form. They have their own stories to tell, and they can see themselves doing what we do.”\u003c/p>\n\u003cp>Part theater, part machinima, part puppet show, Kim first conceived the hybrid art form in 2007 for The Tiny Theater Festival, where participants were restricted to perform 10-minute segments in 6-foot cubes. “It was while trying to figure out how I could present a piece in such a small space that the idea of using video games first occurred to me,” says Kim. “By projecting the MMORPG [massive multiplayer online role-playing game], \u003cem>World of Warcraft\u003c/em>, to a screen mounted at the back of the cube, I could present an entire world for the audience.” He enlisted two students to help him and successfully produced W.B. Yeats’ \u003cem>Cathleen ni Houlihan\u003c/em> on the ultra-popular online game. And in that 6-foot cube, a new art form was born.\u003c/p>\n\u003cp>Harvard University comparative literature professor David Damrosch believes that new media, like video games, are the “new material conditions” by which stories are being told, and warrant the same degree of serious critical consideration as their print-based predecessors. “The study of classic literary texts is [not] fated to whither away,” writes Damrosch in \u003cem>Geopoetics: World Literature and the Global Mediascape\u003c/em>. “Literary studies can thrive in the newly expansive media environment, bringing new audiences to our favorite authors.” Rather than resist or compete with new media, Kim’s approach reconciles past and present. It’s worth remembering that many of the stories from antiquity were originally transmitted orally, and were only later committed to the new technology of writing. Similarly, these enduring narratives can now be communicated through video games, a central (perhaps \u003cem>the\u003c/em> central) source of storytelling in contemporary culture.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/sYmTTOVBWLQ'\n title='//www.youtube.com/embed/sYmTTOVBWLQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Despite his devotion to the classics, Sedlacek emphasizes the importance in letting them find new forms. “I don’t think it helps to act as if the classics occupy a sacred space isolated from the rest of culture. It’s better to allow these texts to be played with, to put them into conversation with the other media that make up our world.” He describes video game puppetry as a “postmodern mashup of old and new, high and low. Video games lend flair and fun, the stories lend wisdom and gravity. Together, they give the audience a chance to appreciate both for the unique feelings and thoughts they can evoke in us.”\u003c/p>\n\u003cp>But what is lost? Is acting by means of an avatar really acting? Does a repurposed video game lend the same gravity as a traditional stage performance? Sedlacek sees it as a series of trade-offs. “When we do theater in the game, we are acting in the same way that flesh-and-blood thespians do. We gesture, we pause dramatically, we try to elicit a response using our digital bodies. Each game offers its own possibilities for representation, possibilities that are very different from that which reality offers us.”\u003c/p>\n\u003cp>In the epilogue of his bestselling \u003cem>The Game Believes in You\u003c/em>, USA Today reporter Greg Toppo also attests to the power of this type of hybrid performance. He praises \u003cem>The Surface: The World Above\u003c/em>, a Mozart inspired opera produced entirely on \u003cem>Minecraf\u003c/em>t, the popular world building video game. Toppo was moved by the piece and described this fusion of high art and video games as “the most promising application of games and learning that I’ve seen.”\u003c/p>\n\u003cp>Kim’s work is a model of how educators can creatively blend the traditional and progressive, past and future, digital and analog to produce a meaningful and persistent learning experience. Most importantly, this type of synthesis empowers students to articulate their condition by leveraging their passions and interests. As Toppo notes, it is critical for teachers to understand the real world their students live in, and bring that world to the classroom. “This is cutting-edge technology applied to something totally new and strange and beautiful,” writes Toppo. “It offers kids a chance to create something no one has ever seen, something keyed to their passions but with an eye towards broadening them. They start with one foot in a familiar world and end up somewhere new and different.”\u003c/p>\n\u003cp>More on EK Theater by Ars Technica:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/O-svKi7k0EU'\n title='//www.youtube.com/embed/O-svKi7k0EU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45320/how-video-game-theatre-sparks-new-life-into-the-classics","authors":["11107"],"categories":["mindshift_20579","mindshift_195"],"tags":["mindshift_20646","mindshift_20784","mindshift_1040","mindshift_548","mindshift_20774","mindshift_114"],"featImg":"mindshift_45361","label":"mindshift"},"mindshift_41508":{"type":"posts","id":"mindshift_41508","meta":{"index":"posts_1591205157","site":"mindshift","id":"41508","score":null,"sort":[1438878388000]},"guestAuthors":[],"slug":"why-kids-should-make-the-video-games-they-love-to-play","title":"Why Kids Should Make the Video Games They Love to Play","publishDate":1438878388,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When educator Lynn Koresh hears from kids that they want a career doing something with computers, she asks, “To do \u003cem>what\u003c/em> with computers?”\u003c/p>\n\u003cp>Adults often encourage kids to pursue science, technology, engineering and math (STEM) skills, and computing classes are usually a first stop. But Koresh knows it’s the real-world applications of computational thinking and coding language skills that bring such knowledge to life.\u003c/p>\n\u003cp>She reasoned that most middle school students are already playing video games and might respond well to a unit on how to design, create, test and promote video games. Along the way, she's also teaching them about digital citizenship and entrepreneurship.\u003c/p>\n\u003cp>“I wanted to give kids exposure to what it means to have a career using computers,” said Koresh, technology coordinator at Edgewood Campus School in Madison, Wisconsin.\u003c/p>\n\u003cp>She gave students the task of designing a game using \u003ca href=\"https://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. It’s a Web tool that helps kids create games. Before any programming begins, students talk about their games, set objectives and start storyboarding on paper. They think about the game’s avatars and how the game mechanics will work. Koresh shared her experience teaching this class at the \u003ca href=\"http://glsconference.org/\">Games Learning Society\u003c/a> conference in Madison.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"JV265pYjEj1rLGOQTUv9AyB68XMwB1kk\"]\u003c/p>\n\u003cp>As students develop their games, they test them on one another throughout the semester. Koresh has found kids often give short and positive feedback, making it challenging to learn enough to improve the game. She says the kids respond this way mostly because they’re concerned for their friends and worry that they’ll get a bad grade, even though that’s not the case.\u003c/p>\n\u003cp>\"You have to get specific enough so they don't say, 'It's good, I liked it.' You have to force them to take a stand.\"\u003c/p>\n\u003cp>To help improve the process, she has reframed the questions around student game critiques in a consumer-oriented way, such as, “Would you pay 99 cents for this app? Would you give it three stars or four stars?”\u003c/p>\n\u003cp>To help them become more critical thinkers, the students read product reviews on blogs and business sites to learn about features that might improve the user experience. In the process, Koresh hopes the kids learn to be selective digital consumers and do research before making purchases or trusting a source.\u003c/p>\n\u003cp>It’s also an opportunity to talk about a person’s digital footprint and the types of comments, images and videos that can come back to haunt someone.\u003c/p>\n\u003cp>“If you put it online, it should be worthy of other students, grandma, everyone seeing it,” said Koresh.\u003c/p>\n\u003cp>Once the games are completed, the middle school students have three seconds to pitch their game to fourth-grade players in the form of a slide on a computer screen. Since time to persuade the audience is limited, much like in real life, game designers have to “sell” their game with one compelling slide. Students have to be selective about which elements of the game to highlight. Creating the slide is also an opportunity to talk about marketing.\u003c/p>\n\u003cp>“It’s great you’ve made something, but how do you get other people to use it?\" Koresh asks her students. They get a good idea about how well their ad has worked based on the number of plays their games receive.\u003c/p>\n\u003cp>As for whether parents object to kids spending more time on video games, she says they have been supportive of STEM activities and pre-coding skills learned in game design. Koresh has found the time students spent on the games, both inside and outside class, has helped them think about coding as an extracurricular activity. Girls who have created games in her class have gone on to enter STEM design competitions.\u003c/p>\n\u003cp>Here are some of the ads Koresh's students created that link to their games:\u003c/p>\n\u003cp>\u003cstrong>Dive, Dive, Dive\u003c/strong>\u003ca href=\"https://gamestarmechanic.com/game/shared/245461/10012f920834f982ef3768547cc47e8e\">\u003cimg class=\"alignnone size-full wp-image-41524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png\" alt=\"Coin Collecting Game Dive Dive Dive\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Those Mondays\u003c/strong>\u003cbr>\n\u003ca href=\"https://gamestarmechanic.com/game/shared/248065/26abaa1d9745aeacd566ed9bf15667a0\">\u003cimg class=\"alignnone size-full wp-image-41526\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Mondays-game.png\" alt=\"Those Mondays game\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Plague Dusters\u003c/strong>\u003cimg class=\"alignnone size-full wp-image-41529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Plaque-Dusters.png\" alt=\"Plague Dusters\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/p>\n\n","blocks":[],"excerpt":"Making video games is a fun way to get kids coding and thinking carefully about what makes a compelling game.","status":"publish","parent":0,"modified":1438878388,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":682},"headData":{"title":"Why Kids Should Make the Video Games They Love to Play | KQED","description":"Making video games is a fun way to get kids coding and thinking carefully about what makes a compelling game.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"41508 http://ww2.kqed.org/mindshift/?p=41508","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/06/why-kids-should-make-the-video-games-they-love-to-play/","disqusTitle":"Why Kids Should Make the Video Games They Love to Play","path":"/mindshift/41508/why-kids-should-make-the-video-games-they-love-to-play","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When educator Lynn Koresh hears from kids that they want a career doing something with computers, she asks, “To do \u003cem>what\u003c/em> with computers?”\u003c/p>\n\u003cp>Adults often encourage kids to pursue science, technology, engineering and math (STEM) skills, and computing classes are usually a first stop. But Koresh knows it’s the real-world applications of computational thinking and coding language skills that bring such knowledge to life.\u003c/p>\n\u003cp>She reasoned that most middle school students are already playing video games and might respond well to a unit on how to design, create, test and promote video games. Along the way, she's also teaching them about digital citizenship and entrepreneurship.\u003c/p>\n\u003cp>“I wanted to give kids exposure to what it means to have a career using computers,” said Koresh, technology coordinator at Edgewood Campus School in Madison, Wisconsin.\u003c/p>\n\u003cp>She gave students the task of designing a game using \u003ca href=\"https://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. It’s a Web tool that helps kids create games. Before any programming begins, students talk about their games, set objectives and start storyboarding on paper. They think about the game’s avatars and how the game mechanics will work. Koresh shared her experience teaching this class at the \u003ca href=\"http://glsconference.org/\">Games Learning Society\u003c/a> conference in Madison.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>As students develop their games, they test them on one another throughout the semester. Koresh has found kids often give short and positive feedback, making it challenging to learn enough to improve the game. She says the kids respond this way mostly because they’re concerned for their friends and worry that they’ll get a bad grade, even though that’s not the case.\u003c/p>\n\u003cp>\"You have to get specific enough so they don't say, 'It's good, I liked it.' You have to force them to take a stand.\"\u003c/p>\n\u003cp>To help improve the process, she has reframed the questions around student game critiques in a consumer-oriented way, such as, “Would you pay 99 cents for this app? Would you give it three stars or four stars?”\u003c/p>\n\u003cp>To help them become more critical thinkers, the students read product reviews on blogs and business sites to learn about features that might improve the user experience. In the process, Koresh hopes the kids learn to be selective digital consumers and do research before making purchases or trusting a source.\u003c/p>\n\u003cp>It’s also an opportunity to talk about a person’s digital footprint and the types of comments, images and videos that can come back to haunt someone.\u003c/p>\n\u003cp>“If you put it online, it should be worthy of other students, grandma, everyone seeing it,” said Koresh.\u003c/p>\n\u003cp>Once the games are completed, the middle school students have three seconds to pitch their game to fourth-grade players in the form of a slide on a computer screen. Since time to persuade the audience is limited, much like in real life, game designers have to “sell” their game with one compelling slide. Students have to be selective about which elements of the game to highlight. Creating the slide is also an opportunity to talk about marketing.\u003c/p>\n\u003cp>“It’s great you’ve made something, but how do you get other people to use it?\" Koresh asks her students. They get a good idea about how well their ad has worked based on the number of plays their games receive.\u003c/p>\n\u003cp>As for whether parents object to kids spending more time on video games, she says they have been supportive of STEM activities and pre-coding skills learned in game design. Koresh has found the time students spent on the games, both inside and outside class, has helped them think about coding as an extracurricular activity. Girls who have created games in her class have gone on to enter STEM design competitions.\u003c/p>\n\u003cp>Here are some of the ads Koresh's students created that link to their games:\u003c/p>\n\u003cp>\u003cstrong>Dive, Dive, Dive\u003c/strong>\u003ca href=\"https://gamestarmechanic.com/game/shared/245461/10012f920834f982ef3768547cc47e8e\">\u003cimg class=\"alignnone size-full wp-image-41524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png\" alt=\"Coin Collecting Game Dive Dive Dive\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Coin-Collecting-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Those Mondays\u003c/strong>\u003cbr>\n\u003ca href=\"https://gamestarmechanic.com/game/shared/248065/26abaa1d9745aeacd566ed9bf15667a0\">\u003cimg class=\"alignnone size-full wp-image-41526\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Koresh-Mondays-game.png\" alt=\"Those Mondays game\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Koresh-Mondays-game-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Plague Dusters\u003c/strong>\u003cimg class=\"alignnone size-full wp-image-41529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Plaque-Dusters.png\" alt=\"Plague Dusters\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Plaque-Dusters-960x540.png 960w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41508/why-kids-should-make-the-video-games-they-love-to-play","authors":["4596"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_981","mindshift_20784","mindshift_1040","mindshift_548","mindshift_20890","mindshift_114"],"featImg":"mindshift_41523","label":"mindshift"},"mindshift_41396":{"type":"posts","id":"mindshift_41396","meta":{"index":"posts_1591205157","site":"mindshift","id":"41396","score":null,"sort":[1438347632000]},"guestAuthors":[],"slug":"taking-the-first-steps-towards-teaching-with-video-games","title":"Taking the First Steps Towards Teaching With Video Games","publishDate":1438347632,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators at Nordahl Grieg Upper Secondary, a public high school in Norway, are taking a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\" target=\"_blank\">unique approach to teaching\u003c/a> that treats video games as just another classroom tool.\u003c/p>\n\u003cp>If teachers use books, music, videos and websites as resources for teaching, video games should also be included on that list, according to Nordahl Grieg teacher Tobias Staaby. He and his colleagues, including Aleksander Husøy, have been demonstrating the uses of video games to educators by inviting them to a workshop at the school each semester.\u003c/p>\n\u003cp>Staaby says it helps to take a look at who plays games. According to the Entertainment Software Association, which represents the video game industry, the average age of a video game player in the U.S. is \u003ca href=\"http://www.theesa.com/wp-content/uploads/2015/04/ESA-Essential-Facts-2015.pdf\">35 years old\u003c/a>, which can be closer to the age of a teacher than a student.\u003c/p>\n\u003cp>Staaby and Husøy were at the Games Learning Society \u003ca href=\"http://www.glsconference.org/\">conference\u003c/a> in Wisconsin earlier this month to talk about how they use video games in the classroom. When they host their workshops for teachers, they start off with these steps:\u003c/p>\n\u003cp>\u003cstrong>Show That It Works\u003c/strong>\u003cbr>\nWhen educators observe classrooms that use video games for learning, they can see the discussions that unfold and the lessons learned through the platform. In digital games like \"\u003ca href=\"https://www.telltalegames.com/walkingdead/\">The Walking Dead\u003c/a>,\" players have to make choices, explain their decisions and experience the results of their selections. Controlling outcomes, such as a character's path and responses, makes a video game a different and more immersive experience than traditional books or movies in which the content is fixed.\u003c/p>\n\u003cfigure id=\"attachment_41397\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"wp-image-41397 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Walking-Dead.jpg\" alt=\"A screengrab of The Walking Dead game by TellTale Games. The player has to decide how to respond to a group of strangers. \" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-960x540.jpg 960w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">A screengrab of 'The Walking Dead' game by TellTale Games. In this scene, the player has to decide how to respond to a group of strangers.\u003c/figcaption>\u003c/figure>\n\u003cp>Attending a Nordahl Grieg workshop to learn about video games in the classroom is one option, but there may be a teacher nearby who is using games. For educators with specific content areas and needs, there are game reviews written by educators on \u003ca href=\"http://www.gamindex.org\">Gamindex\u003c/a> and Common Sense \u003ca href=\"https://www.graphite.org/\">Graphite\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Play!\u003c/strong>\u003cbr>\nIn the workshop, educators can start playing games to see how they work. Staaby and Husøy start them off with \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/16/gone-home-a-video-game-as-a-tool-for-teaching-critical-thinking/\">Gone Home\u003c/a>,\" \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\">The Walking Dead\u003c/a>\" and \"\u003ca href=\"https://www.youtube.com/watch?v=pH_tYB_Ntlg\">This War of Mine\u003c/a>.\"\u003c/p>\n\u003cp>\u003cstrong>Create\u003c/strong>\u003cbr>\nAfter trying out the games, educators look for ways to create lessons. Staaby, Husøy and their colleagues share and develop ideas during the workshop, but encourage anyone interested in using video games in the classroom to take ownership over how they will use them.\u003c/p>\n\u003cp>“It’s important to experience autonomy and be in control of whatever you’re doing,” said Staaby. “We say it’s important for students to be motivated and be in control of their learning situation, but that applies to teachers as well.”\u003c/p>\n\u003cp>And while there are out-of-the-box lesson plans, Staaby encourages educators to adapt lessons to their own classrooms. He says to think of a lesson plan as a recipe that can be adjusted for the ingredients you have available and that will meet the dietary needs of your students.\u003c/p>\n\u003cp>[contextly_sidebar id=\"tiJlDvUtqYfLOcWfvsbr6WaFcYMGWLjd\"]\u003c/p>\n\u003cp>\u003cstrong>Rethink Learning Goals\u003c/strong>\u003cbr>\nIn some cases, the learning that takes place when using games isn’t immediately obvious. Many of the workshop video games at Nordahl Grieg were not designed to be educational and don’t come with specified learning goals, but creative educators identified benefits for students anyway.\u003c/p>\n\u003cp>Staaby likens this approach to what teachers already do with films, books or videos that weren’t created with students in mind but can spark lessons, even if those sources are not packaged as educational content. He refers to an observation Husøy made about the bias many educators feel against video games as a learning tool.\u003c/p>\n\u003cp>“It’s weird the assumption that games have to have this stamp of approval,\" said Staaby. \"If it’s the EDU version, it’s OK. But we don’t have EDU versions of classical literature or music or movies.”\u003c/p>\n\u003cp>\u003cstrong>Don’t Be Afraid to Fail\u003c/strong>\u003cbr>\nGames allow players multiple attempts at accomplishing any goal, a good model for educators to use in their own approach to teaching with video games. Often teachers feel they need to be technically savvy with the game before using it as a teaching tool, but games are the perfect opportunity for teachers to share responsibility for learning with students. Trusting students in this way gives them learning autonomy, builds relationships and lets them be the experts, a great way to learn.\u003c/p>\n\u003cp>“The teacher’s job is not to be a good game player. You are supposed to be an enabler and catalyst for learning,\" Staaby said.\u003c/p>\n\u003cp>Check out what learning is like at Nordahl Grieg Upper Secondary:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=d0DjI4u8OEg\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"When teachers think of video games as another book or video resource for the classroom, creative uses often emerge.","status":"publish","parent":0,"modified":1438373213,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":829},"headData":{"title":"Taking the First Steps Towards Teaching With Video Games | KQED","description":"When teachers think of video games as another book or video resource for the classroom, creative uses often emerge.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"41396 http://ww2.kqed.org/mindshift/?p=41396","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/31/taking-the-first-steps-towards-teaching-with-video-games/","disqusTitle":"Taking the First Steps Towards Teaching With Video Games","path":"/mindshift/41396/taking-the-first-steps-towards-teaching-with-video-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators at Nordahl Grieg Upper Secondary, a public high school in Norway, are taking a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\" target=\"_blank\">unique approach to teaching\u003c/a> that treats video games as just another classroom tool.\u003c/p>\n\u003cp>If teachers use books, music, videos and websites as resources for teaching, video games should also be included on that list, according to Nordahl Grieg teacher Tobias Staaby. He and his colleagues, including Aleksander Husøy, have been demonstrating the uses of video games to educators by inviting them to a workshop at the school each semester.\u003c/p>\n\u003cp>Staaby says it helps to take a look at who plays games. According to the Entertainment Software Association, which represents the video game industry, the average age of a video game player in the U.S. is \u003ca href=\"http://www.theesa.com/wp-content/uploads/2015/04/ESA-Essential-Facts-2015.pdf\">35 years old\u003c/a>, which can be closer to the age of a teacher than a student.\u003c/p>\n\u003cp>Staaby and Husøy were at the Games Learning Society \u003ca href=\"http://www.glsconference.org/\">conference\u003c/a> in Wisconsin earlier this month to talk about how they use video games in the classroom. When they host their workshops for teachers, they start off with these steps:\u003c/p>\n\u003cp>\u003cstrong>Show That It Works\u003c/strong>\u003cbr>\nWhen educators observe classrooms that use video games for learning, they can see the discussions that unfold and the lessons learned through the platform. In digital games like \"\u003ca href=\"https://www.telltalegames.com/walkingdead/\">The Walking Dead\u003c/a>,\" players have to make choices, explain their decisions and experience the results of their selections. Controlling outcomes, such as a character's path and responses, makes a video game a different and more immersive experience than traditional books or movies in which the content is fixed.\u003c/p>\n\u003cfigure id=\"attachment_41397\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"wp-image-41397 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Walking-Dead.jpg\" alt=\"A screengrab of The Walking Dead game by TellTale Games. The player has to decide how to respond to a group of strangers. \" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Walking-Dead-960x540.jpg 960w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">A screengrab of 'The Walking Dead' game by TellTale Games. In this scene, the player has to decide how to respond to a group of strangers.\u003c/figcaption>\u003c/figure>\n\u003cp>Attending a Nordahl Grieg workshop to learn about video games in the classroom is one option, but there may be a teacher nearby who is using games. For educators with specific content areas and needs, there are game reviews written by educators on \u003ca href=\"http://www.gamindex.org\">Gamindex\u003c/a> and Common Sense \u003ca href=\"https://www.graphite.org/\">Graphite\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Play!\u003c/strong>\u003cbr>\nIn the workshop, educators can start playing games to see how they work. Staaby and Husøy start them off with \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/16/gone-home-a-video-game-as-a-tool-for-teaching-critical-thinking/\">Gone Home\u003c/a>,\" \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/21/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/\">The Walking Dead\u003c/a>\" and \"\u003ca href=\"https://www.youtube.com/watch?v=pH_tYB_Ntlg\">This War of Mine\u003c/a>.\"\u003c/p>\n\u003cp>\u003cstrong>Create\u003c/strong>\u003cbr>\nAfter trying out the games, educators look for ways to create lessons. Staaby, Husøy and their colleagues share and develop ideas during the workshop, but encourage anyone interested in using video games in the classroom to take ownership over how they will use them.\u003c/p>\n\u003cp>“It’s important to experience autonomy and be in control of whatever you’re doing,” said Staaby. “We say it’s important for students to be motivated and be in control of their learning situation, but that applies to teachers as well.”\u003c/p>\n\u003cp>And while there are out-of-the-box lesson plans, Staaby encourages educators to adapt lessons to their own classrooms. He says to think of a lesson plan as a recipe that can be adjusted for the ingredients you have available and that will meet the dietary needs of your students.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Rethink Learning Goals\u003c/strong>\u003cbr>\nIn some cases, the learning that takes place when using games isn’t immediately obvious. Many of the workshop video games at Nordahl Grieg were not designed to be educational and don’t come with specified learning goals, but creative educators identified benefits for students anyway.\u003c/p>\n\u003cp>Staaby likens this approach to what teachers already do with films, books or videos that weren’t created with students in mind but can spark lessons, even if those sources are not packaged as educational content. He refers to an observation Husøy made about the bias many educators feel against video games as a learning tool.\u003c/p>\n\u003cp>“It’s weird the assumption that games have to have this stamp of approval,\" said Staaby. \"If it’s the EDU version, it’s OK. But we don’t have EDU versions of classical literature or music or movies.”\u003c/p>\n\u003cp>\u003cstrong>Don’t Be Afraid to Fail\u003c/strong>\u003cbr>\nGames allow players multiple attempts at accomplishing any goal, a good model for educators to use in their own approach to teaching with video games. Often teachers feel they need to be technically savvy with the game before using it as a teaching tool, but games are the perfect opportunity for teachers to share responsibility for learning with students. Trusting students in this way gives them learning autonomy, builds relationships and lets them be the experts, a great way to learn.\u003c/p>\n\u003cp>“The teacher’s job is not to be a good game player. You are supposed to be an enabler and catalyst for learning,\" Staaby said.\u003c/p>\n\u003cp>Check out what learning is like at Nordahl Grieg Upper Secondary:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/d0DjI4u8OEg'\n title='//www.youtube.com/embed/d0DjI4u8OEg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41396/taking-the-first-steps-towards-teaching-with-video-games","authors":["4596"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_548","mindshift_20655","mindshift_20774","mindshift_114"],"featImg":"mindshift_41415","label":"mindshift"},"mindshift_39930":{"type":"posts","id":"mindshift_39930","meta":{"index":"posts_1591205157","site":"mindshift","id":"39930","score":null,"sort":[1427720487000]},"guestAuthors":[],"slug":"three-awesome-educational-games-hiding-in-plain-sight","title":"Three Awesome Educational Games Hiding in Plain Sight","publishDate":1427720487,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When I was in school, game-based learning was a novelty. This was the era of Math Blaster!, Lemonade Stand and Oregon Trail, when \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">game-based learning\u003c/a> meant digitized practice problems or clunky, paper-thin simulations. Still, my classmates and I liked these games. For many of us, this was the only exposure we got to video games outside of arcades. Even as consoles increasingly took up residence in living rooms, computer games still felt special--just a bit more advanced and interesting.\u003c/p>\n\u003cp>But when my family got a computer, something changed. The edutainment we'd play in computer labs were still a nice spark in a typical school day, but the games felt different. What we were playing at school felt out of touch and out of step, not just in style and polish, but also in what they asked the player to do. While Oregon Trail might offer the appearance of a history lesson, it's hard to convince a kid of that when she's going home and designing a metropolis in SimCity, or adding another page to her notebook full of hand-drawn Metroid maps.\u003c/p>\n\u003cp>Game-based learning, and the developers who identify with it today, have come a long way since then and gotten much closer to closing the gap. And there's still a need to communicate core content through games, a need that the consumer market just doesn't have incentive to fill. Yet at \u003cspan class=\"s1\">Common Sense Education\u003c/span>, when we evaluate games for learning, what we find is that many of the highest scoring 'learning' games aren't aimed at the educational market. They're more at-home, consumer-oriented games. Because these games are free from the constraints of school standards and traditional curriculum, they flourish, featuring rich cross-disciplinary and truly 21st century learning experiences.\u003c/p>\n\u003cp>Here are just a few favorites that reviewed well on \u003cspan class=\"s1\">Common Sense Education\u003c/span> this year:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=bfps2HKE4B4\u003c/p>\n\u003cp>\u003cstrong>Elegy for a Dead World\u003c/strong>\u003c/p>\n\u003cp>Writing can feel like a chore in school when it's only ever going to be read by a teacher and maybe a classmate. \u003ca href=\"https://www.graphite.org/game/elegy-for-a-dead-world\">Elegy for a Dead World \u003c/a>gives kids an audience and an absorbing premise: the player visits alien planets (\u003ca href=\"http://www.wired.com/2015/01/elegy-dead-world/\">each inspired by a Romantic poet\u003c/a>) with long lost civilizations and must act as the storyteller of that world, drafting poetry and prose that brings to light possible pasts. This writing can then be shared with others. As a former slacker student who would sleep in English class but then go home and write pages and pages of fan faction, this is an experience that speaks to me and I know I would've loved.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=lM_80zVzwpI\u003c/p>\n\u003cp>\u003cstrong>Never Alone\u003c/strong>\u003c/p>\n\u003cp>There's little debate that games have not represented indigenous cultures well. As a result, it's been best for students to learn about topics like Native America via traditional means. \u003ca href=\"https://www.graphite.org/game/never-alone-kisima-innitchuna\">Never Alone\u003c/a>, however, sets a precedent for \u003ca href=\"http://www.newyorker.com/tech/elements/never-alone-video-game-help-preserve-inuit-culture\">respectful representation of indigenous people\u003c/a>. It was co-developed with native Alaskans, and it illuminates Inupiat stories, themes and values, weaving into play important concepts like interconnectedness and valuable skills like cooperation. Best of all, it features documentary-style videos of the Inupiat people who provide first person context for the conceptual and cultural learning embedded in the game.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=MP8q5F6dFqQ\u003c/p>\n\u003cp>\u003cstrong>Valiant Hearts\u003c/strong>\u003c/p>\n\u003cp>Look no further than the aforementioned Oregon Trail for an example of how tough it's been to teach history well through games. That's because it's next to impossible to beat a good book or primary source material when digging into the details of the past. \u003ca href=\"https://www.graphite.org/game/valiant-hearts-the-great-war\">Valiant Hearts\u003c/a> doesn't try to simulate World War I or overwhelm the player with facts; instead, it tells a deeply affecting story that builds empathy, contextualizes the war, and, most importantly, offers a thought-provoking critique of war itself. And when it does offer facts and primary materials, they're extensions--collectibles, really--that end up being far more palatable to players given the story-first approach that invests players in finding out more.\u003c/p>\n\u003cp>My intention here isn't to argue that games have learning value. Educators don't need convincing of this. Rather, what these three ostensibly 'non-educational' games show us is that there are many more options out there than we realize; we just need to shift our perspectives on what learning looks like. Our students already have, we just need to catch up.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Never Alone, Elegy for a Dead World and Valiant Hearts are powerfully educational because they're so enjoyable to play. ","status":"publish","parent":0,"modified":1584732858,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":817},"headData":{"title":"Three Awesome Educational Games Hiding in Plain Sight | KQED","description":"Never Alone, Elegy for a Dead World and Valiant Hearts are powerfully educational because they're so enjoyable to play. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39930 http://ww2.kqed.org/mindshift/?p=39930","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/30/three-awesome-educational-games-hiding-in-plain-sight/","disqusTitle":"Three Awesome Educational Games Hiding in Plain Sight","templateType":"standard","featuredImageType":"standard","path":"/mindshift/39930/three-awesome-educational-games-hiding-in-plain-sight","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When I was in school, game-based learning was a novelty. This was the era of Math Blaster!, Lemonade Stand and Oregon Trail, when \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">game-based learning\u003c/a> meant digitized practice problems or clunky, paper-thin simulations. Still, my classmates and I liked these games. For many of us, this was the only exposure we got to video games outside of arcades. Even as consoles increasingly took up residence in living rooms, computer games still felt special--just a bit more advanced and interesting.\u003c/p>\n\u003cp>But when my family got a computer, something changed. The edutainment we'd play in computer labs were still a nice spark in a typical school day, but the games felt different. What we were playing at school felt out of touch and out of step, not just in style and polish, but also in what they asked the player to do. While Oregon Trail might offer the appearance of a history lesson, it's hard to convince a kid of that when she's going home and designing a metropolis in SimCity, or adding another page to her notebook full of hand-drawn Metroid maps.\u003c/p>\n\u003cp>Game-based learning, and the developers who identify with it today, have come a long way since then and gotten much closer to closing the gap. And there's still a need to communicate core content through games, a need that the consumer market just doesn't have incentive to fill. Yet at \u003cspan class=\"s1\">Common Sense Education\u003c/span>, when we evaluate games for learning, what we find is that many of the highest scoring 'learning' games aren't aimed at the educational market. They're more at-home, consumer-oriented games. Because these games are free from the constraints of school standards and traditional curriculum, they flourish, featuring rich cross-disciplinary and truly 21st century learning experiences.\u003c/p>\n\u003cp>Here are just a few favorites that reviewed well on \u003cspan class=\"s1\">Common Sense Education\u003c/span> this year:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/bfps2HKE4B4'\n title='//www.youtube.com/embed/bfps2HKE4B4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Elegy for a Dead World\u003c/strong>\u003c/p>\n\u003cp>Writing can feel like a chore in school when it's only ever going to be read by a teacher and maybe a classmate. \u003ca href=\"https://www.graphite.org/game/elegy-for-a-dead-world\">Elegy for a Dead World \u003c/a>gives kids an audience and an absorbing premise: the player visits alien planets (\u003ca href=\"http://www.wired.com/2015/01/elegy-dead-world/\">each inspired by a Romantic poet\u003c/a>) with long lost civilizations and must act as the storyteller of that world, drafting poetry and prose that brings to light possible pasts. This writing can then be shared with others. As a former slacker student who would sleep in English class but then go home and write pages and pages of fan faction, this is an experience that speaks to me and I know I would've loved.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/lM_80zVzwpI'\n title='//www.youtube.com/embed/lM_80zVzwpI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Never Alone\u003c/strong>\u003c/p>\n\u003cp>There's little debate that games have not represented indigenous cultures well. As a result, it's been best for students to learn about topics like Native America via traditional means. \u003ca href=\"https://www.graphite.org/game/never-alone-kisima-innitchuna\">Never Alone\u003c/a>, however, sets a precedent for \u003ca href=\"http://www.newyorker.com/tech/elements/never-alone-video-game-help-preserve-inuit-culture\">respectful representation of indigenous people\u003c/a>. It was co-developed with native Alaskans, and it illuminates Inupiat stories, themes and values, weaving into play important concepts like interconnectedness and valuable skills like cooperation. Best of all, it features documentary-style videos of the Inupiat people who provide first person context for the conceptual and cultural learning embedded in the game.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/MP8q5F6dFqQ'\n title='//www.youtube.com/embed/MP8q5F6dFqQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Valiant Hearts\u003c/strong>\u003c/p>\n\u003cp>Look no further than the aforementioned Oregon Trail for an example of how tough it's been to teach history well through games. That's because it's next to impossible to beat a good book or primary source material when digging into the details of the past. \u003ca href=\"https://www.graphite.org/game/valiant-hearts-the-great-war\">Valiant Hearts\u003c/a> doesn't try to simulate World War I or overwhelm the player with facts; instead, it tells a deeply affecting story that builds empathy, contextualizes the war, and, most importantly, offers a thought-provoking critique of war itself. And when it does offer facts and primary materials, they're extensions--collectibles, really--that end up being far more palatable to players given the story-first approach that invests players in finding out more.\u003c/p>\n\u003cp>My intention here isn't to argue that games have learning value. Educators don't need convincing of this. Rather, what these three ostensibly 'non-educational' games show us is that there are many more options out there than we realize; we just need to shift our perspectives on what learning looks like. Our students already have, we just need to catch up.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39930/three-awesome-educational-games-hiding-in-plain-sight","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_548","mindshift_20655","mindshift_114"],"featImg":"mindshift_39932","label":"mindshift"},"mindshift_38725":{"type":"posts","id":"mindshift_38725","meta":{"index":"posts_1591205157","site":"mindshift","id":"38725","score":null,"sort":[1418738200000]},"guestAuthors":[],"slug":"can-a-childs-creativity-and-persistence-be-assessed-by-a-game","title":"Can a Child’s Creativity and Persistence be Assessed by a Game?","publishDate":1418738200,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38728\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground.jpg\">\u003cimg class=\"size-large wp-image-38728\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground-640x360.jpg\" alt=\"Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have long known academic standards are only one part of nurturing a well-rounded and successful student. There are a host of other skills like creativity, persistence, critical thinking, collaboration and empathy that help make a student successful in school and in life, but are less quantifiable. Current assessment systems aren't set up to measure these very important but less measurable skills, so policymakers have focused on standardized tests that try to capture what a student knows, not how he or she can apply that information. Game-based learning has entered the assessment field with hopes of measuring both content-specific knowledge and softer skills at the same time, through the mechanics of the game.\u003c/p>\n\u003cp>“I believe that assessment should be open and transparent and flexible and gently surround and support student learning or groups of students learning together,” said \u003ca href=\"http://myweb.fsu.edu/vshute/\" target=\"_blank\">Valerie Shute\u003c/a>, a professor of Educational Psychology and Learning Systems at Florida State University in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb webinar\u003c/a>. She’s been experimenting with digital games as a way to more firmly link learning and assessment, hoping to show the two can happen inseparably. She’s particularly interested in how to measure improvement in the less tangible areas that are hard to measure, like creativity and persistence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Games require a player to apply all sorts of competencies in the process of playing in order to succeed.'\u003c/aside>\n\u003cp>\"One of the big challenges standing in the way of schools embracing some of these new skills is there is a shortage of valid ways of testing them,\" Shute said. To rethink assessment, Shute, among others, is trying to meld elements of good game design with specific tasks that require students to demonstrate competency to see whether games can be a valid way of formatively assessing students, especially on the hard-to-measure skills.\u003c/p>\n\u003cp>“Games require a player to apply all sorts of competencies in the process of playing in order to succeed,” Shute said. The best ones work as a system, requiring interactive problem-solving between the player and the game. Good games also have specific goals and rules to keep a student focused and have adaptable challenges to keep the player at a difficulty level tailored to the individual’s outer edge of “do-ability.” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">Kids enjoy challenging games, as long as they aren’t too frustrated\u003c/a>. Games also offer students some control over gameplay, ongoing feedback and sensory stimuli in the form of graphics, sounds or narrative.\u003c/p>\n\u003cp>Those qualities mirror good learning experiences in any form. The key is to create a game that teaches the concepts students need to learn without messing up the unique engagement that good games provide. That’s where what Shute calls “stealth assessment” comes in -- it’s seamless and ubiquitous, providing important feedback to the student and creating a model of the learner that can help teachers tap the individual needs of each student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>DESIGNING A LEARNING GAME\u003c/strong>\u003c/p>\n\u003cp>“It starts by articulating a competency model,” Shute said. “This is what you want to say about the student at the end of the day in terms of knowledge and skills and dispositions.” Shute and her team designed a game to teach physics, creativity and conscientousness using a method called Evidence Based Design. They figured out what evidence would prove kids were learning in those three areas, designed tasks to evoke that evidence and compared the results to other evaluation methods that have already been validated.\u003c/p>\n\u003cp>[contextly_sidebar id=\"TOxuj22MY0nL3lKNqhqrr5etX0NpVVzA\"]\u003c/p>\n\u003cp>For example, the team broke creativity down into a cognitive category and a dispositional one. In the cognitive category there were elements like divergent thinking, flexibility and originality. “Each one of those facets had a number of different indicators which were what a person did in the game that would provide evidence towards those particular facets,” Shute said. One way the game examines creativity is with a challenge for students to design a solvable level on their own for a friend.\u003c/p>\n\u003cp>For conscientiousness, researchers were looking for evidence of persistence, perfectionism, organization and carefulness. Persistence was measured by the time a student spent on a difficult problem and how many times she restarted the problem to try it again. Shute contends the game provides more accurate information about qualities like creativity and persistence than the common self-reported survey method, where it’s easy for students to say they persist through challenges, but there’s no proof that they actually do.\u003c/p>\n\u003cp>\u003cstrong>PHYSICS PLAYGROUND\u003c/strong>\u003c/p>\n\u003cp>Shute and her colleagues designed\u003ca href=\"http://empiricalgames.org/ppunity5/demo.html\" target=\"_blank\"> Physics Playground \u003c/a>to teach and assess two-dimensional physics simulations dealing Newton’s Laws of Motion, things like gravity, mass, momentum and energy. Embedded in the game are assessments for creativity, conscientousness and physics understanding. Shute has conducted five studies on how well the game works and has gotten positive results each time.\u003c/p>\n\u003cp>The game has very simple objective: get the green ball to hit the red balloon. The ball and balloon are placed in various locations on the screen, sometimes with obstacles in-between, and students have to draw “agents of motion” like levers, springboards, pendulums or ramps to get the ball to hit the red balloon. To make it more difficult and to receive more points, students can solve the problems using fewer agents to accomplish a task. Other time difficulty is added if a level looks completely different than ones that came before.\u003c/p>\n\u003cp>“When you start the game the computer doesn’t know whether you are at a high, medium or low level, but once you start accumulating evidence your level starts shifting around,” Shute said. If a student solves a problem with the pendulum and then with a lever, the computer keeps track and builds a model of the learner. It’s tracking how long it takes the student to complete the problem, how many times they attempted it, what physics concept they used and whether they were able to complete it well enough to get a gold or silver trophy.\u003c/p>\n\u003cp>“There’s no one right answer to these problems,” Shute said, “you can solve it with a number of different agents and do well or poorly and do it in a long time or short time, but all of that is evidence that’s being accumulated.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=3X3V83s2xL0&w=640&h=480]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DO STEALTH ASSESSMENTS WORK?\u003c/strong>\u003c/p>\n\u003cp>To measure the effectiveness of Physics Playground, Shute's team compared student metrics on creativity, conscientousness and physics concepts against traditionally accepted and validated measures of those same qualities. For creativity they used self-reported surveys and \u003ca href=\"http://www.creativelearning.com/free-resources/assessing-creativity-index?id=213\" target=\"_blank\">Wallach and Kogan’s alternate use test\u003c/a> (how many ways can you use a shoe, for example) to measure both fluency and originality. For conscientousness, they again used self-reporting, but also looked at the \u003ca href=\"http://www.jstor.org/discover/10.2307/1422233?uid=3739776&uid=2&uid=4&uid=3739256&sid=21105461241003\" target=\"_blank\">Eisenberger’s anagram task\u003c/a> to see how long students would stay on a tough problem. For physics, they used multiple choice tests.\u003c/p>\n\u003cp>Shute found the correlations between the stealth assessment and the externally validated tests were all significant, consistent and valid. “If we are making a judgment about how well or poorly a person is doing it actually has some basis in reality,” Shute said. Perhaps more significantly, students participating in a test of 166 7th and 8th graders markedly improved between a pre-test and a post-test after only four hours of play and no direct instruction. And, both girls and boys found the game engaging, which is not the case for every video game.\u003c/p>\n\u003cp>Shute's \u003ca href=\"http://myweb.fsu.edu/vshute/publications.html\" target=\"_blank\">research \u003c/a>has her convinced that there are strong reasons to believe games can make great formative assessment tools in the classroom. She’s hoping to add features to Physics Playground like explicit learning supports connected to certain topics. Kids would still formulate hypotheses, test them out and learn through the trial-and-error process, but afterwards a pop-up would make an explicit connection to the Newtonian law they intuitively grasped already.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Shute and colleagues are also running a study on the affective state of game-players as captured on a webcam while playing. They’d like to see how various facial expressions like frustration, delight and boredom correlate to what’s going on in game play.\u003c/p>\n\n","blocks":[],"excerpt":"Researchers are looking into how well \"stealth assessments\" embedded in video games could help measure less tangible qualities like creativity and persistence. ","status":"publish","parent":0,"modified":1478653428,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1433},"headData":{"title":"Can a Child’s Creativity and Persistence be Assessed by a Game? | KQED","description":"Researchers are looking into how well "stealth assessments" embedded in video games could help measure less tangible qualities like creativity and persistence. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38725 http://blogs.kqed.org/mindshift/?p=38725","disqusUrl":"https://ww2.kqed.org/mindshift/2014/12/16/can-a-childs-creativity-and-persistence-be-assessed-by-a-game/","disqusTitle":"Can a Child’s Creativity and Persistence be Assessed by a Game?","path":"/mindshift/38725/can-a-childs-creativity-and-persistence-be-assessed-by-a-game","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38728\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground.jpg\">\u003cimg class=\"size-large wp-image-38728\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground-640x360.jpg\" alt=\"Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have long known academic standards are only one part of nurturing a well-rounded and successful student. There are a host of other skills like creativity, persistence, critical thinking, collaboration and empathy that help make a student successful in school and in life, but are less quantifiable. Current assessment systems aren't set up to measure these very important but less measurable skills, so policymakers have focused on standardized tests that try to capture what a student knows, not how he or she can apply that information. Game-based learning has entered the assessment field with hopes of measuring both content-specific knowledge and softer skills at the same time, through the mechanics of the game.\u003c/p>\n\u003cp>“I believe that assessment should be open and transparent and flexible and gently surround and support student learning or groups of students learning together,” said \u003ca href=\"http://myweb.fsu.edu/vshute/\" target=\"_blank\">Valerie Shute\u003c/a>, a professor of Educational Psychology and Learning Systems at Florida State University in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb webinar\u003c/a>. She’s been experimenting with digital games as a way to more firmly link learning and assessment, hoping to show the two can happen inseparably. She’s particularly interested in how to measure improvement in the less tangible areas that are hard to measure, like creativity and persistence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Games require a player to apply all sorts of competencies in the process of playing in order to succeed.'\u003c/aside>\n\u003cp>\"One of the big challenges standing in the way of schools embracing some of these new skills is there is a shortage of valid ways of testing them,\" Shute said. To rethink assessment, Shute, among others, is trying to meld elements of good game design with specific tasks that require students to demonstrate competency to see whether games can be a valid way of formatively assessing students, especially on the hard-to-measure skills.\u003c/p>\n\u003cp>“Games require a player to apply all sorts of competencies in the process of playing in order to succeed,” Shute said. The best ones work as a system, requiring interactive problem-solving between the player and the game. Good games also have specific goals and rules to keep a student focused and have adaptable challenges to keep the player at a difficulty level tailored to the individual’s outer edge of “do-ability.” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">Kids enjoy challenging games, as long as they aren’t too frustrated\u003c/a>. Games also offer students some control over gameplay, ongoing feedback and sensory stimuli in the form of graphics, sounds or narrative.\u003c/p>\n\u003cp>Those qualities mirror good learning experiences in any form. The key is to create a game that teaches the concepts students need to learn without messing up the unique engagement that good games provide. That’s where what Shute calls “stealth assessment” comes in -- it’s seamless and ubiquitous, providing important feedback to the student and creating a model of the learner that can help teachers tap the individual needs of each student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>DESIGNING A LEARNING GAME\u003c/strong>\u003c/p>\n\u003cp>“It starts by articulating a competency model,” Shute said. “This is what you want to say about the student at the end of the day in terms of knowledge and skills and dispositions.” Shute and her team designed a game to teach physics, creativity and conscientousness using a method called Evidence Based Design. They figured out what evidence would prove kids were learning in those three areas, designed tasks to evoke that evidence and compared the results to other evaluation methods that have already been validated.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For example, the team broke creativity down into a cognitive category and a dispositional one. In the cognitive category there were elements like divergent thinking, flexibility and originality. “Each one of those facets had a number of different indicators which were what a person did in the game that would provide evidence towards those particular facets,” Shute said. One way the game examines creativity is with a challenge for students to design a solvable level on their own for a friend.\u003c/p>\n\u003cp>For conscientiousness, researchers were looking for evidence of persistence, perfectionism, organization and carefulness. Persistence was measured by the time a student spent on a difficult problem and how many times she restarted the problem to try it again. Shute contends the game provides more accurate information about qualities like creativity and persistence than the common self-reported survey method, where it’s easy for students to say they persist through challenges, but there’s no proof that they actually do.\u003c/p>\n\u003cp>\u003cstrong>PHYSICS PLAYGROUND\u003c/strong>\u003c/p>\n\u003cp>Shute and her colleagues designed\u003ca href=\"http://empiricalgames.org/ppunity5/demo.html\" target=\"_blank\"> Physics Playground \u003c/a>to teach and assess two-dimensional physics simulations dealing Newton’s Laws of Motion, things like gravity, mass, momentum and energy. Embedded in the game are assessments for creativity, conscientousness and physics understanding. Shute has conducted five studies on how well the game works and has gotten positive results each time.\u003c/p>\n\u003cp>The game has very simple objective: get the green ball to hit the red balloon. The ball and balloon are placed in various locations on the screen, sometimes with obstacles in-between, and students have to draw “agents of motion” like levers, springboards, pendulums or ramps to get the ball to hit the red balloon. To make it more difficult and to receive more points, students can solve the problems using fewer agents to accomplish a task. Other time difficulty is added if a level looks completely different than ones that came before.\u003c/p>\n\u003cp>“When you start the game the computer doesn’t know whether you are at a high, medium or low level, but once you start accumulating evidence your level starts shifting around,” Shute said. If a student solves a problem with the pendulum and then with a lever, the computer keeps track and builds a model of the learner. It’s tracking how long it takes the student to complete the problem, how many times they attempted it, what physics concept they used and whether they were able to complete it well enough to get a gold or silver trophy.\u003c/p>\n\u003cp>“There’s no one right answer to these problems,” Shute said, “you can solve it with a number of different agents and do well or poorly and do it in a long time or short time, but all of that is evidence that’s being accumulated.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3X3V83s2xL0'\n title='//www.youtube.com/embed/3X3V83s2xL0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DO STEALTH ASSESSMENTS WORK?\u003c/strong>\u003c/p>\n\u003cp>To measure the effectiveness of Physics Playground, Shute's team compared student metrics on creativity, conscientousness and physics concepts against traditionally accepted and validated measures of those same qualities. For creativity they used self-reported surveys and \u003ca href=\"http://www.creativelearning.com/free-resources/assessing-creativity-index?id=213\" target=\"_blank\">Wallach and Kogan’s alternate use test\u003c/a> (how many ways can you use a shoe, for example) to measure both fluency and originality. For conscientousness, they again used self-reporting, but also looked at the \u003ca href=\"http://www.jstor.org/discover/10.2307/1422233?uid=3739776&uid=2&uid=4&uid=3739256&sid=21105461241003\" target=\"_blank\">Eisenberger’s anagram task\u003c/a> to see how long students would stay on a tough problem. For physics, they used multiple choice tests.\u003c/p>\n\u003cp>Shute found the correlations between the stealth assessment and the externally validated tests were all significant, consistent and valid. “If we are making a judgment about how well or poorly a person is doing it actually has some basis in reality,” Shute said. Perhaps more significantly, students participating in a test of 166 7th and 8th graders markedly improved between a pre-test and a post-test after only four hours of play and no direct instruction. And, both girls and boys found the game engaging, which is not the case for every video game.\u003c/p>\n\u003cp>Shute's \u003ca href=\"http://myweb.fsu.edu/vshute/publications.html\" target=\"_blank\">research \u003c/a>has her convinced that there are strong reasons to believe games can make great formative assessment tools in the classroom. She’s hoping to add features to Physics Playground like explicit learning supports connected to certain topics. Kids would still formulate hypotheses, test them out and learn through the trial-and-error process, but afterwards a pop-up would make an explicit connection to the Newtonian law they intuitively grasped already.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shute and colleagues are also running a study on the affective state of game-players as captured on a webcam while playing. They’d like to see how various facial expressions like frustration, delight and boredom correlate to what’s going on in game play.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38725/can-a-childs-creativity-and-persistence-be-assessed-by-a-game","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_108","mindshift_20784","mindshift_1040","mindshift_548","mindshift_114"],"featImg":"mindshift_38728","label":"mindshift"},"mindshift_38393":{"type":"posts","id":"mindshift_38393","meta":{"index":"posts_1591205157","site":"mindshift","id":"38393","score":null,"sort":[1415797438000]},"guestAuthors":[],"slug":"a-third-graders-plea-for-more-game-based-learning","title":"A Third Grader's Plea For More Game-Based Learning","publishDate":1415797438,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Third grader Cordell Steiner makes a pretty convincing argument for using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\" target=\"_blank\">video games in the classroom\u003c/a> in this TEDx talk. He describes feeling more motivated to learn and master new skills because of his eagerness to beat his own high score or finish before the clock runs out. He says he used to be bored in class when his teachers had to slow down to explain concepts, but now each student plays games intended to help him or her with specific skills they're trying to master. He even gives examples!\u003c/p>\n\u003cp>Check out his call to teachers, administrators, parents and students to think differently about education.\u003c/p>\n\u003cp>\u003ciframe width=\"640\" height=\"360\" src=\"//www.youtube-nocookie.com/embed/P-djW4uj7rI?rel=0\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"One student speaks up about his experience of video games in the classroom.","status":"publish","parent":0,"modified":1415797438,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["//www.youtube-nocookie.com/embed/P-djW4uj7rI"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":108},"headData":{"title":"A Third Grader's Plea For More Game-Based Learning | KQED","description":"One student speaks up about his experience of video games in the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38393 http://blogs.kqed.org/mindshift/?p=38393","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/12/a-third-graders-plea-for-more-game-based-learning/","disqusTitle":"A Third Grader's Plea For More Game-Based Learning","path":"/mindshift/38393/a-third-graders-plea-for-more-game-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Third grader Cordell Steiner makes a pretty convincing argument for using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\" target=\"_blank\">video games in the classroom\u003c/a> in this TEDx talk. He describes feeling more motivated to learn and master new skills because of his eagerness to beat his own high score or finish before the clock runs out. He says he used to be bored in class when his teachers had to slow down to explain concepts, but now each student plays games intended to help him or her with specific skills they're trying to master. He even gives examples!\u003c/p>\n\u003cp>Check out his call to teachers, administrators, parents and students to think differently about education.\u003c/p>\n\u003cp>\u003ciframe width=\"640\" height=\"360\" src=\"//www.youtube-nocookie.com/embed/P-djW4uj7rI?rel=0\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38393/a-third-graders-plea-for-more-game-based-learning","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_548","mindshift_20779","mindshift_114"],"featImg":"mindshift_38395","label":"mindshift"},"mindshift_37518":{"type":"posts","id":"mindshift_37518","meta":{"index":"posts_1591205157","site":"mindshift","id":"37518","score":null,"sort":[1409925621000]},"guestAuthors":[],"slug":"using-games-for-learning-practical-steps-to-get-started","title":"Using Games for Learning: Practical Steps to Get Started","publishDate":1409925621,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37659\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37659\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/kids-gaming.jpg\" alt=\"Joan Ganz Cooney Center\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Joan Ganz Cooney Center\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 19 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">By now, you've probably read enough to be convinced that it's worth trying games in your classroom. You understand that games are not meant to be robot teachers, replacing the human-to-human relationship. Games are a tool that teachers can use to do their jobs more effectively and more efficiently. Games provide a different approach to developing metacognitive skills through persistent self-reflection and iteration of particular skill sets. Games offer experiential contextualized learning through virtual simulation. Games can also offer an especially engaging interdisciplinary learning space.\u003c/p>\n\u003cp>There are so many great reasons to include digital games among classroom activities. But the landscape of learning games is very confusing and many teachers understandably have no idea how or where to begin.\u003c/p>\n\u003cp>Though every educator can find her own way, here are ideas for the first four steps to getting started with digital games in the classroom.\u003c/p>\n\u003ch3>Step 1: Assess Your Resources\u003c/h3>\n\u003cp>What platforms do you have available in your class? Is yours a BYOD (bring your own device) classroom, or do you have school-owned hardware to work with? Will games be a full class activity or just one station in a room full of learning activities?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hardware is one of the biggest determining factors, and it will have a significant impact on the way you use games in the classroom. Each different platform has its pros and cons, and few teachers are actually in control of the purchasing decisions. If you’re fortunate enough to make decisions about which hardware to use, a variety is nice -- students shouldn't be siloed into one platform or another. Provide them with exposure to a variety of computing devices.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6G8FaaqJcAofwK0ptGxuUijI0DnbFrHw\"]\u003c/p>\n\u003cp>Tablets work great for lots of different reasons. Whether it's an iPad or an Android, tablets offer a touchscreen interface and are still mostly used for entertainment, which makes them a good choice for gaming, but not necessarily for word processing. The old paradigm of one desktop PC for everything is quickly being replaced by single-use devices. Tablets have the largest selection of educational games, and at this point, the majority of developers seem to be focusing their attention there. \u003ca href=\"http://motionmathgames.com/motion-math-pizza/\">Motion Math: Pizza!\u003c/a>, for example, is a great tablet drill and practice app that contextualizes basic arithmetic. And \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a> is a simple drag and drop animation and storytelling app that will get even very young kids thinking about writing their own stories.\u003c/p>\n\u003cp>Laptops also have their virtues. There’s no denying the convenience of a portable multi-use device with lots of processing power. There are different operating systems: Windows, Mac, Chromebook. The Windows/Mac debate has been going on for decades. It's like arguing between a Honda and a Mercedes: both can reliably get you from point A to point B, but the Mercedes has a lot of luxury additions that make the ride smoother. If you’re willing to pay a premium for a more deluxe experience, go with a Mac. If not, the Windows laptop is sometimes a much more powerful option albeit with a bumpier ride. Chromebooks are basically web browsers; they can run any web-based software, but little else. The advantage is less technical problems and a lower price point. The sacrifice is that you can’t run a lot of popular software options. However, in the world of learning games, web-based options are more common than Windows or Mac specific options. The Chromebook, therefore, is adequate for many of the best learning games.\u003c/p>\n\u003cp>If you’re using Mac or Windows, \u003ca href=\"http://www.spore.com/\">Spore\u003c/a> is a popular game that introduces students to the basics of biological adaptation. \u003ca href=\"https://www.duolingo.com/\">Duolingo\u003c/a>, maker of the popular smartphone language learning app, also makes a web-based version that will work on any laptop (including Chromebooks). And \u003ca href=\"http://www.lightsailed.com/\">Lightsail\u003c/a> is web-based responsive literacy platform that many teachers rave about.\u003c/p>\n\u003cp>There are hybrid devices, too, of which the Microsoft Surface is the best example. It can function as a tablet or (with the keyboard attachment) as a full Windows laptop. Right now, most tablet game developers are not yet making Windows Tablet versions, but this will likely change in the near future. Microsoft is very dedicated to serving the education market (check out \u003ca href=\"http://www.bing.com/classroom\">Bing for Education\u003c/a>, a truly ad-free, completely private search engine for students).\u003c/p>\n\u003cp>The key point here is that before you can even begin your search, you'll need to know how the hardware impacts your options.\u003c/p>\n\u003ch3>Step 2: Find Games\u003c/h3>\n\u003cp>Once you know what kind of hardware you have at your disposal, you can begin to search for games. But you probably already know from trying to find apps for your smartphone that searching the Google Play Store or the iOS App store can be overwhelming. Likewise, the Windows and Mac app stores can also be frustrating.\u003c/p>\n\u003cp>All of these companies have added education specific stores and/or categories, but it still feels like shopping in a department store: The big players can pay for featured placement and some of the best independent options remain buried at the bottom of pages and pages of search results. How can you get better, more even recommendations, or information about the lesser known games that are available?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>One option is to read blogs that regularly review learning games. MindShift has\u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\"> a long list of game reviews and descriptions\u003c/a>. You can also read my \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Forbes blog\u003c/a>, as well as columns in Edutopia, EdSurge, Edudemic, TeachThought, and Gamesandlearning.org. Still, no matter how hard bloggers try to cover everything, the game developers that can afford expensive professional public relations firms are always going to get the most coverage. Where is a teacher to go for reliable information that puts students, rather than profit, first? My first choice is \u003ca href=\"http://www.graphite.org/\">Graphite, \u003c/a>a rating site developed by \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>\u003ca href=\"http://www.graphite.org/\">.\u003c/a> (Disclosure: Graphite has a monthly app review column on MindShift that's not related to this series, and no paid advertising.)\u003c/p>\n\u003cp>Graphite is a bit like Yelp -- a crowd-sourced, (actually, teacher-sourced) site full of listings and ratings of educational apps and games. The site's objective, according to Seeta Pai*, Common Sense Media's vice president of research and digital content, is to reveal the vast amounts of games out there to educators and to \"raise the bar of quality in the marketplace.\" Teachers can filter Graphite ratings by platform, subject matter, and age level, looking for the right app. One of the most useful features are the editorial reviews and comments from other teachers, who comment on the practicality and effectiveness of the games and apps.\u003c/p>\n\u003cp>Take, for example, \u003ci>Slice Fractions\u003c/i>, a short-form game that aims to teach fractions to students grades 2-5. Graphite rates it highly in all three categories: engagement, pedagogy, and support. It lists pros and cons. The review categories -- What’s it like? Is it good for learning? How can teachers use it? -- provide usable information written specifically for teachers. A sample teacher review includes: \"v\u003ca href=\"http://www.graphite.org/app/slice-fractions-teacher-review/3998031\">isually based math app is like 'angry birds' for fractions\u003c/a>,\" writes one teacher from Virginia.\u003c/p>\n\u003cp>After you determine what kind of hardware you’ll be using, Graphite is the easiest way to search for games. The only limitation is that the site breaks down games and apps into traditional education categories. This is great, but if it's your only source, you might miss useful but obscure ways of thinking outside the common learning paradigm. So it's also important to keep reading the blogs for outside-the-norm ideas. Because they're beholden to \"newsworthiness,\" blogs tend to cover the more innovative, or seemingly revolutionary, ed-tech.\u003c/p>\n\u003ch3>Step 3: Play Games\u003c/h3>\n\u003cp>After choosing a game, you have to play it. Really play it. Play it all the way through and make sure you know it intimately.\u003c/p>\n\u003cp>Games are not the same as textbooks or handouts. You don't prepare in the same way. This is not about just making sure you're familiar enough with the material that you can facilitate a discussion. Nor is it about just understanding the mechanics well enough that you can provide technical support, helping your students understand how to operate the game. Instead, preparing to assign a game is about play.\u003c/p>\n\u003cp>Play is exploration. It involves imagination. It means investigating the world of the game and feeling the frustration, flow, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">fiero\u003c/a> that goes along with playing it. When you engage with the game, you not only try to see the game from the perspective of your students, you also understand how the game presents the material. Before students play, teachers can introduce concepts in ways that resonate with the game. After students play, teachers can refer back to the game's particular way of conceptualizing an idea.\u003c/p>\n\u003cp>The goal is not just to add games; it is to integrate learning games into existing curricula. If games are used as babysitters, simply to keep the students occupied, or superficially \"engaged,\" or to fill the time, the criticisms will be true: games are problematic. Nobody needs robot teachers. But when great teachers use the games to introduce and/or reinforce material, they become another extremely effective classroom project or activity. In order to do this, teachers need to play the games themselves. Or even better, when time permits, play alongside students.\u003c/p>\n\u003ch3>Step 4: See How Others Do It\u003c/h3>\n\u003cp>The Joan Ganz Cooney Center has a great video series about how teachers are using games in the classroom.\u003c/p>\n\u003cp>In this video, Joel Levin talks about the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">way he uses MinecraftEDU\u003c/a> in his second grade classroom. He's clear that it involves creating a structure with boundaries, designing activities, that provide meaningful learning experiences for the students.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=-mTf3j2koJA]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>See how Ginger Stevens uses games for sixth grade special education at Quest to Learn School. The immersive environment that she spotlights in this video is especially interesting, it's a reminder that game-based learning doesn't always mean kids glued to a computer screen.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=YRxLMcjbpig]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Lisa Parisi describes how she uses games freely available from BrainPop in her fourth grade classroom. Note how she ties it together with project-based learning. Plus, she describes the transitions from board games to digital games.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=e54Vq3W8kNM]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Seventh and eighth graders learn computer science and coding in Steve Isaacs' classroom. He uses Gamestar mechanic to teach game design. But it goes beyond the computer, his students write up game plans first and workshop the games together after they're built.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=PN8o7Mv6Tlc]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Check out the entire series, \u003ca href=\"https://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">Teaching With Games: Video Case Studies\u003c/a> to get an idea of what other teachers are doing with games in the classroom.\u003c/p>\n\u003ch3>Step 5: Find Support\u003c/h3>\n\u003cp>Game-based learning is getting very popular, but finding support remains difficult. Most education conferences are adding games and learning tracks, or at least adding games to their ed-tech tracks. In addition, most game developers recognize that professional development is one of the biggest obstacles to adoption, and often provide video tutorials and other materials for teachers on their websites.\u003c/p>\n\u003cp>For more general support and resources, there are a number of websites cropping up specifically for the purpose of providing teachers with resources around ed-tech. Two sites that are specifically focused on games in the classroom are \u003ca href=\"http://playfullearning.com/\">Playful Learning\u003c/a> and \u003ca href=\"http://educade.org/\">Educade\u003c/a>. Both are full of articles, videos, and other resources that can help you think of creative ways to integrate games into your teaching. For example, learn how to use the game \u003ca href=\"http://educade.org/teaching_tools/quandary\">Quandary\u003c/a> to teach ethics. Find lesson plans for \u003ca href=\"http://educade.org/teaching_tools/angry-birds\">using Angry Birds as an intro to Physics.\u003c/a> (They also have reviews that can help you choose a game).\u003c/p>\n\u003cp>The \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at the Sesame Workshop\u003c/a> and the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a> are also good places to look for information and support. The Joan Ganz Cooney Center focuses on research and evidence around digital media and learning. The Institute of Play is focused on helping to bring a game-based mindset into our common education practices. Check out \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">TeacherQuest\u003c/a> for game design inspired professional development, or the \u003ca href=\"http://www.instituteofplay.org/work/projects/mobilequest-colab/\">MobileQuest CoLab\u003c/a> for a two week summer camp like introduction to game-based curriculum design and ed-tech integration.\u003c/p>\n\u003cp>It can feel overwhelming to consider adding learning games to the classroom. But once you get started you’ll be amazed at the results. But don’t be afraid to jump right in -- it's worth the effort!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The original version of this story incorrectly identified Seeta Pai as a vice president of Graphite. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Check your hardware, find suitable games, play and learn from colleagues - tips for getting started with game-based learning.","status":"publish","parent":0,"modified":1409959799,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2155},"headData":{"title":"Using Games for Learning: Practical Steps to Get Started | KQED","description":"Check your hardware, find suitable games, play and learn from colleagues - tips for getting started with game-based learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37518 http://blogs.kqed.org/mindshift/?p=37518","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/05/using-games-for-learning-practical-steps-to-get-started/","disqusTitle":"Using Games for Learning: Practical Steps to Get Started","path":"/mindshift/37518/using-games-for-learning-practical-steps-to-get-started","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37659\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37659\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/kids-gaming.jpg\" alt=\"Joan Ganz Cooney Center\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/kids-gaming-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Joan Ganz Cooney Center\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 19 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">By now, you've probably read enough to be convinced that it's worth trying games in your classroom. You understand that games are not meant to be robot teachers, replacing the human-to-human relationship. Games are a tool that teachers can use to do their jobs more effectively and more efficiently. Games provide a different approach to developing metacognitive skills through persistent self-reflection and iteration of particular skill sets. Games offer experiential contextualized learning through virtual simulation. Games can also offer an especially engaging interdisciplinary learning space.\u003c/p>\n\u003cp>There are so many great reasons to include digital games among classroom activities. But the landscape of learning games is very confusing and many teachers understandably have no idea how or where to begin.\u003c/p>\n\u003cp>Though every educator can find her own way, here are ideas for the first four steps to getting started with digital games in the classroom.\u003c/p>\n\u003ch3>Step 1: Assess Your Resources\u003c/h3>\n\u003cp>What platforms do you have available in your class? Is yours a BYOD (bring your own device) classroom, or do you have school-owned hardware to work with? Will games be a full class activity or just one station in a room full of learning activities?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hardware is one of the biggest determining factors, and it will have a significant impact on the way you use games in the classroom. Each different platform has its pros and cons, and few teachers are actually in control of the purchasing decisions. If you’re fortunate enough to make decisions about which hardware to use, a variety is nice -- students shouldn't be siloed into one platform or another. Provide them with exposure to a variety of computing devices.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Tablets work great for lots of different reasons. Whether it's an iPad or an Android, tablets offer a touchscreen interface and are still mostly used for entertainment, which makes them a good choice for gaming, but not necessarily for word processing. The old paradigm of one desktop PC for everything is quickly being replaced by single-use devices. Tablets have the largest selection of educational games, and at this point, the majority of developers seem to be focusing their attention there. \u003ca href=\"http://motionmathgames.com/motion-math-pizza/\">Motion Math: Pizza!\u003c/a>, for example, is a great tablet drill and practice app that contextualizes basic arithmetic. And \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a> is a simple drag and drop animation and storytelling app that will get even very young kids thinking about writing their own stories.\u003c/p>\n\u003cp>Laptops also have their virtues. There’s no denying the convenience of a portable multi-use device with lots of processing power. There are different operating systems: Windows, Mac, Chromebook. The Windows/Mac debate has been going on for decades. It's like arguing between a Honda and a Mercedes: both can reliably get you from point A to point B, but the Mercedes has a lot of luxury additions that make the ride smoother. If you’re willing to pay a premium for a more deluxe experience, go with a Mac. If not, the Windows laptop is sometimes a much more powerful option albeit with a bumpier ride. Chromebooks are basically web browsers; they can run any web-based software, but little else. The advantage is less technical problems and a lower price point. The sacrifice is that you can’t run a lot of popular software options. However, in the world of learning games, web-based options are more common than Windows or Mac specific options. The Chromebook, therefore, is adequate for many of the best learning games.\u003c/p>\n\u003cp>If you’re using Mac or Windows, \u003ca href=\"http://www.spore.com/\">Spore\u003c/a> is a popular game that introduces students to the basics of biological adaptation. \u003ca href=\"https://www.duolingo.com/\">Duolingo\u003c/a>, maker of the popular smartphone language learning app, also makes a web-based version that will work on any laptop (including Chromebooks). And \u003ca href=\"http://www.lightsailed.com/\">Lightsail\u003c/a> is web-based responsive literacy platform that many teachers rave about.\u003c/p>\n\u003cp>There are hybrid devices, too, of which the Microsoft Surface is the best example. It can function as a tablet or (with the keyboard attachment) as a full Windows laptop. Right now, most tablet game developers are not yet making Windows Tablet versions, but this will likely change in the near future. Microsoft is very dedicated to serving the education market (check out \u003ca href=\"http://www.bing.com/classroom\">Bing for Education\u003c/a>, a truly ad-free, completely private search engine for students).\u003c/p>\n\u003cp>The key point here is that before you can even begin your search, you'll need to know how the hardware impacts your options.\u003c/p>\n\u003ch3>Step 2: Find Games\u003c/h3>\n\u003cp>Once you know what kind of hardware you have at your disposal, you can begin to search for games. But you probably already know from trying to find apps for your smartphone that searching the Google Play Store or the iOS App store can be overwhelming. Likewise, the Windows and Mac app stores can also be frustrating.\u003c/p>\n\u003cp>All of these companies have added education specific stores and/or categories, but it still feels like shopping in a department store: The big players can pay for featured placement and some of the best independent options remain buried at the bottom of pages and pages of search results. How can you get better, more even recommendations, or information about the lesser known games that are available?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\">\u003cimg class=\"alignright size-full wp-image-35359\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/MindShiftGames-140x1401-128x128.png 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>One option is to read blogs that regularly review learning games. MindShift has\u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\"> a long list of game reviews and descriptions\u003c/a>. You can also read my \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Forbes blog\u003c/a>, as well as columns in Edutopia, EdSurge, Edudemic, TeachThought, and Gamesandlearning.org. Still, no matter how hard bloggers try to cover everything, the game developers that can afford expensive professional public relations firms are always going to get the most coverage. Where is a teacher to go for reliable information that puts students, rather than profit, first? My first choice is \u003ca href=\"http://www.graphite.org/\">Graphite, \u003c/a>a rating site developed by \u003ca href=\"https://www.commonsensemedia.org/\" target=\"_blank\">Common Sense Media\u003c/a>\u003ca href=\"http://www.graphite.org/\">.\u003c/a> (Disclosure: Graphite has a monthly app review column on MindShift that's not related to this series, and no paid advertising.)\u003c/p>\n\u003cp>Graphite is a bit like Yelp -- a crowd-sourced, (actually, teacher-sourced) site full of listings and ratings of educational apps and games. The site's objective, according to Seeta Pai*, Common Sense Media's vice president of research and digital content, is to reveal the vast amounts of games out there to educators and to \"raise the bar of quality in the marketplace.\" Teachers can filter Graphite ratings by platform, subject matter, and age level, looking for the right app. One of the most useful features are the editorial reviews and comments from other teachers, who comment on the practicality and effectiveness of the games and apps.\u003c/p>\n\u003cp>Take, for example, \u003ci>Slice Fractions\u003c/i>, a short-form game that aims to teach fractions to students grades 2-5. Graphite rates it highly in all three categories: engagement, pedagogy, and support. It lists pros and cons. The review categories -- What’s it like? Is it good for learning? How can teachers use it? -- provide usable information written specifically for teachers. A sample teacher review includes: \"v\u003ca href=\"http://www.graphite.org/app/slice-fractions-teacher-review/3998031\">isually based math app is like 'angry birds' for fractions\u003c/a>,\" writes one teacher from Virginia.\u003c/p>\n\u003cp>After you determine what kind of hardware you’ll be using, Graphite is the easiest way to search for games. The only limitation is that the site breaks down games and apps into traditional education categories. This is great, but if it's your only source, you might miss useful but obscure ways of thinking outside the common learning paradigm. So it's also important to keep reading the blogs for outside-the-norm ideas. Because they're beholden to \"newsworthiness,\" blogs tend to cover the more innovative, or seemingly revolutionary, ed-tech.\u003c/p>\n\u003ch3>Step 3: Play Games\u003c/h3>\n\u003cp>After choosing a game, you have to play it. Really play it. Play it all the way through and make sure you know it intimately.\u003c/p>\n\u003cp>Games are not the same as textbooks or handouts. You don't prepare in the same way. This is not about just making sure you're familiar enough with the material that you can facilitate a discussion. Nor is it about just understanding the mechanics well enough that you can provide technical support, helping your students understand how to operate the game. Instead, preparing to assign a game is about play.\u003c/p>\n\u003cp>Play is exploration. It involves imagination. It means investigating the world of the game and feeling the frustration, flow, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">fiero\u003c/a> that goes along with playing it. When you engage with the game, you not only try to see the game from the perspective of your students, you also understand how the game presents the material. Before students play, teachers can introduce concepts in ways that resonate with the game. After students play, teachers can refer back to the game's particular way of conceptualizing an idea.\u003c/p>\n\u003cp>The goal is not just to add games; it is to integrate learning games into existing curricula. If games are used as babysitters, simply to keep the students occupied, or superficially \"engaged,\" or to fill the time, the criticisms will be true: games are problematic. Nobody needs robot teachers. But when great teachers use the games to introduce and/or reinforce material, they become another extremely effective classroom project or activity. In order to do this, teachers need to play the games themselves. Or even better, when time permits, play alongside students.\u003c/p>\n\u003ch3>Step 4: See How Others Do It\u003c/h3>\n\u003cp>The Joan Ganz Cooney Center has a great video series about how teachers are using games in the classroom.\u003c/p>\n\u003cp>In this video, Joel Levin talks about the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">way he uses MinecraftEDU\u003c/a> in his second grade classroom. He's clear that it involves creating a structure with boundaries, designing activities, that provide meaningful learning experiences for the students.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-mTf3j2koJA'\n title='//www.youtube.com/embed/-mTf3j2koJA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>See how Ginger Stevens uses games for sixth grade special education at Quest to Learn School. The immersive environment that she spotlights in this video is especially interesting, it's a reminder that game-based learning doesn't always mean kids glued to a computer screen.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/YRxLMcjbpig'\n title='//www.youtube.com/embed/YRxLMcjbpig'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Lisa Parisi describes how she uses games freely available from BrainPop in her fourth grade classroom. Note how she ties it together with project-based learning. Plus, she describes the transitions from board games to digital games.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/e54Vq3W8kNM'\n title='//www.youtube.com/embed/e54Vq3W8kNM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Seventh and eighth graders learn computer science and coding in Steve Isaacs' classroom. He uses Gamestar mechanic to teach game design. But it goes beyond the computer, his students write up game plans first and workshop the games together after they're built.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PN8o7Mv6Tlc'\n title='//www.youtube.com/embed/PN8o7Mv6Tlc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Check out the entire series, \u003ca href=\"https://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">Teaching With Games: Video Case Studies\u003c/a> to get an idea of what other teachers are doing with games in the classroom.\u003c/p>\n\u003ch3>Step 5: Find Support\u003c/h3>\n\u003cp>Game-based learning is getting very popular, but finding support remains difficult. Most education conferences are adding games and learning tracks, or at least adding games to their ed-tech tracks. In addition, most game developers recognize that professional development is one of the biggest obstacles to adoption, and often provide video tutorials and other materials for teachers on their websites.\u003c/p>\n\u003cp>For more general support and resources, there are a number of websites cropping up specifically for the purpose of providing teachers with resources around ed-tech. Two sites that are specifically focused on games in the classroom are \u003ca href=\"http://playfullearning.com/\">Playful Learning\u003c/a> and \u003ca href=\"http://educade.org/\">Educade\u003c/a>. Both are full of articles, videos, and other resources that can help you think of creative ways to integrate games into your teaching. For example, learn how to use the game \u003ca href=\"http://educade.org/teaching_tools/quandary\">Quandary\u003c/a> to teach ethics. Find lesson plans for \u003ca href=\"http://educade.org/teaching_tools/angry-birds\">using Angry Birds as an intro to Physics.\u003c/a> (They also have reviews that can help you choose a game).\u003c/p>\n\u003cp>The \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at the Sesame Workshop\u003c/a> and the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a> are also good places to look for information and support. The Joan Ganz Cooney Center focuses on research and evidence around digital media and learning. The Institute of Play is focused on helping to bring a game-based mindset into our common education practices. Check out \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">TeacherQuest\u003c/a> for game design inspired professional development, or the \u003ca href=\"http://www.instituteofplay.org/work/projects/mobilequest-colab/\">MobileQuest CoLab\u003c/a> for a two week summer camp like introduction to game-based curriculum design and ed-tech integration.\u003c/p>\n\u003cp>It can feel overwhelming to consider adding learning games to the classroom. But once you get started you’ll be amazed at the results. But don’t be afraid to jump right in -- it's worth the effort!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*The original version of this story incorrectly identified Seeta Pai as a vice president of Graphite. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37518/using-games-for-learning-practical-steps-to-get-started","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_548","mindshift_114"],"featImg":"mindshift_37659","label":"mindshift_20669"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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voice","slug":"student-voice","taxonomy":"tag","description":null,"featImg":null,"headData":{"title":"student voice Archives - KQED Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":20056,"isLoading":false,"link":"/mindshift/tag/student-voice"},"mindshift_20669":{"type":"terms","id":"mindshift_20669","meta":{"index":"terms_1591234321","site":"mindshift","id":"20669","found":true},"relationships":{},"included":{},"name":"The MindShift Guide to Digital Games and Learning","slug":"guide-to-games-and-learning","taxonomy":"series","description":"\u003cimg class=\"alignleft size-full wp-image-35359\" src=\"http://blogs.kqed.org/mindshift/files/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames-140x140\" width=\"140\" height=\"140\" />\u003cstrong>MindShift Guide to Digital Games and Learning \u003c/strong>\r\n\r\nHow can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\r\n\r\nThe MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\r\n\r\n\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://blogs.kqed.org/mindshift/files/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\" />\u003c/a>\r\n\r\nHere's a preview of the table of contents:\r\n\r\nIntroduction: Getting in the Game (Page 4)\r\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\r\n\r\nWhat the Research Says About Gaming and Screen Time (Page 6)\r\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\r\n\r\nHow to Start Using Digital Games for Learning (Page 14)\r\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\r\n\r\nHow to Choose a Digital Learning Game (Page 19)\r\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\r\n\r\nOvercoming Obstacles for Using Digital Games in the Classroom (Page 27)\r\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\r\n\r\nHow Teachers Are Using Games in the Classroom (Page 30)\r\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\r\n\r\nBelow, you'll find the blog posts that kicked off the \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">MindShift Guide to Digital Games and Learning\u003c/a>.","featImg":null,"headData":{"title":"The MindShift Guide to Digital Games and Learning Archives | KQED Mindshift","description":"MindShift Guide to Digital Games and Learning How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way. Here's a preview of the table of contents: Introduction: Getting in the Game (Page 4) An overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play. What the Research Says About Gaming and Screen Time (Page 6) Much of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages. How to Start Using Digital Games for Learning (Page 14) Since each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support. How to Choose a Digital Learning Game (Page 19) The sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them. Overcoming Obstacles for Using Digital Games in the Classroom (Page 27) As game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section. How Teachers Are Using Games in the Classroom (Page 30) Examples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories. 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