GAMES FOR SOCIAL AND EMOTIONAL ASPECTS OF

LEARNING

Peter Blanchfield

Why Games?

Most of the students we work withHave attention problemsDelayed learning

○ Limited reading ability

Even the mainstreamHave learnt from games since earliest years Find games socially enjoyable

○ Rather than disengaging from social interaction they stimulate it

Why not games?

Lot of resistance to games Perspective of teachers and some

parentsTime wasteDrive people inwardCause them to be lethargicHow can we do it?

Can online games be as addictive as heroin?

Lost in a virtual reality: Many gamers put their real life relationships at risk to further their online status

(posed by models)Addiction: Merriam-Webster defines it as "Compulsive need for and use of a habit-forming substance (as heroin, nicotine, or alcohol) characterized by tolerance and by well-defined physiological symptoms upon withdrawal; broadly: persistent compulsive use of a substance known by the user to be harmful“.

Spider Solitaire

Some real clinical studies

Most Children

Are not and will not be addicted to computer games

Can play games without harm Can engage with learning material

through games Even the non-engageable Will not work with all children

Our software

Developed games and other “playful” tools

Worked with Denewood and Southwold Based around SEAL curriculum Game emphasis on Empathy

Context of bullying and self esteem “Playful” interface

Focused on communication skills

Game http://www.cs.nott.ac.uk/~pxb/HeroLeague.html

Important to make the game mechanic fit the lesson

First one works wellEmpathy in relation to bullyingSecond did not

Mostly engaged the un-engageableBut some children do not really play games

Teaching Communication

ConceptCartoons use human like communication

○ But reduced complexityFacial expressionBody languageTone of voice

Children can create a cartoon story and concentrate on these aspects

Interface

Specially designed for ease of use by 8-10 year olds

Simple sliders for controlling faces Easy record/delete for practising voice Examples to follow Simple subset of gestures Library of potential appropriate

backgrounds

Interface in Pictures

More

Use

Specific in class useRan a trial with one group making filmsThe other making cartoon

○ Cartoon film gave opportunities for:Better use of and concentration on facial expressionBetter use of body language

○ Real film gave better opportunities for long/more complex storyline

Also used by parents with their childrenGenerally received enthusiastically

Where to next

Teacher training “Commercial” versions

Need funds