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Gaming as an Occupation
Gaming as an Occupation
Playing video games is a modern play occupation. Not only is it an engaging activity for children to do, it allows for targeted skill building in the cognitive, motor, and social domains. These skills can then be applied to other occupational areas, such as school, driving, and cooking. For example, children can address collaboration through multiplayer use, attention and problem solving through game play, and fine motor dexterity through controller use. Watch the video and scroll through the information below to better understand the benefits associated with gaming.
Benefits of Gaming
Benefits of Gaming
Cognitive
Cognitive
Executive Functions
Executive Functions
Attention
Visual processing
Cognitive flexibility
Problem solving
Motivation
Motivation
The journey to flow
Flow: a state of intense concentration and productivity triggered by engaging in a challenging yet enjoyable activity
Frustration of game challenges met with optimism of winning
(Csikszentmihalyi, 1975; Granic, Lobel, & Engels, 2014; Laffan, Greaney, Barton, & Kaye, 2016; Olson, 2010)
Physical
Physical
Gain control of motor speed, control, precision, and smoothness of movement
Decreased trunk rotation during movement of extremities
Incorporate multiple types of motor movements
Accommodate to slower processing skills
Softwares can incorporate horizontal, vertical, and combinations of upper limb movements
(Hsieh, Lin, Chiu, Meng, and Liu, 2015; Sandlund, Domellöf, Grip, Rönnqvist, & Häger, 2014; Dagers, 2019)
Social
Social
Learn group norms
Form and lead groups
Encourage cooperative behaviors
Reduce hostility
Promote civic engagement
Interdependence
Interdependence
Mutual dependence on one another seen in multiplayer game play
Peer Training
Peer Training
Children teaching one another how to overcome game challenges
Fluid transitions between being the "teacher" and the "student" while playing
Unscripted --> motivated by desire to play
Encourages active participation of students with disabilities
Prosocial Gaming
Prosocial Gaming
Increase cooperative play
Increase social support
Increase experiences of helping, fostering new relationships, sharing, team building
Increase empathetic responses and positive attitude towards the play partner
(Carter & Kennedy, 2006; Carter et al., 2017; Friends & Cook, 2012; Granic, Lobel, & Engels, 2014; Grietmeyer & Osswald, 2010; Harrington & O’Connell, 2016; Kurth & Mastergeorge, 2012; Olson, 2010; Verheijen et al., 2019; Clinton & Wilson, 2019; Forslund Frykedal & Hammar Chiriac, 2018; as cited in Dukuzumuremyi & Siklanderp, 2018).
final benefits video.mp4References
References
Carter, E. & Kennedy, C.H. (2006). Promoting access to the general curriculum using peer support strategies. Research & Practice for Persons with Severe Disabilities. 4(31). 284-292). https://pdfs.semanticscholar.org/e071/2a9bb0664a62965e06cb5b65f16b8bc9975a.pdf.
Carter, E. W., Gustafson, J. R., Sreckovic, M. A., Dykstra Steinbrenner, J. R., Pierce, N. P., Bord, A., & Mullins, T. (2017). Efficacy of peer support interventions in general education classrooms for high school students with Autism Spectrum Disorder. Remedial & Special Education, 38(4), 207–221. https://doi.org/10.1177/0741932516672067
Clinton V., & Wilson, N., (2019, May 10). More than chalkboards:classroom spaces and collaborative learning attitudes. Springer Nature (22) pp.325-344. Retrieved from: <https://doi.org/10.1007/s10984-019-09287-w>
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
Dagers. (2019). Reviews. Retrieved October 6, 2019, from https://dagersystem.com/review/.
Dukuzumuremyi, S., & Siklander, P. (2018). Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom Teaching and Teacher Education (76) pp.165-174 doi:https://doi.org/10.1016/j.tate.2018.08.010
Friend, M., & Cook, L. (Eds.). (2012). Interactions: Collaboration skills for school professionals (7th ed.). New York: Pearson
Forslund Frykedal, K., & Hammar Chiriac, E. (2018). Student Collaboration in Group Work: Inclusion as Participation. International Journal of Disability, Development and Education, 65, 183-198.
Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857
Greitemeyer, T., & Osswald, S. (2010). Effects of prosocial video games on prosocial behavior. Journal of Personality and Social Psychology, 98(2), 211-221. doi:10.1037/a0016997
Harrington, B. & O’Connell, M. (2016). Video games as virtual teachers: Prosocial video game use by children and adolescents from different socioeconomic groups is associated with increased empathy and prosocial behaviour. Computers in Human Behavior. 63(1) 650-658. https://doi.org/10.1016/j.chb.2016.05.062
Hsieh-Chun Hsieh, Hung-Yu Lin, Wen-Hsin Chiu, Meng, L. F., & Chun, K. L. (2015). Upper-limb rehabilitation with adaptive video games for preschool children with developmental disabilities. American Journal of Occupational Therapy, 69(4), 1-5. doi:10.5014/ajot.2015.014480
Kurth, J., & Mastergeorge, A. M. (2012). Impact of setting and instructional context for adolescents with autism. The Journal of Special Education, 46(1), 36-48.
Laffan, D. A., Greaney, J., Barton, H., & Kaye, L. K. (2016). The relationships between the structural video game characteristics, video game engagement and happiness among individuals who play video games. Computers in Human Behavior, 65, 544–549. https://doi.org/10.1016/j.chb.2016.09.004
Olson, C. K. (2010). Children’s motivations for video game play in the context of normal development. Review of General Psychology, 14(2), 180–187. doi: 10.1037/a0018984
Sandlund, M., Domellöf, E., Grip, H., Rönnqvist, L., & Häger, C. K. (2014). Training of goal directed arm movements with motion interactive video games in children with cerebral palsy: A kinematic evaluation. Developmental Neurorehabilitation, 17(5), 318-326. doi: 10.3109/17518423.2013.776124
Verheijen, G. P., Stoltz, Sabine, E. M. J., van den Berg, Y. H., & Cillessen, A. H. N. (2019). The influence of competitive and cooperative video games on behavior during play and friendship quality in adolescence. Computers in Human Behavior, 91, 297-304. doi:10.1016/j.chb.2018.10.023
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