There’s STILL Trouble in River City, Apparently

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APA Says Video Games Make You Violent, but Critics Cry Bias

APA Says Video Games Make You Violent, but Critics Cry Bias.

It’s disappointing, but really not surprising to see the APA come out with a pronouncement like this.

 

It is pretty clear that the approach was (as it often is) intended to “prove” a conclusion they had already decided was true.

Since at least the Columbine school shooting in 1999—when both researchers and the media speculated that Eric Harris and Dylan Klebold went on a killing spree because they were denied access to the violent computer games—we have been studying and arguing about whether violent video games create violent urges in players. In 2013, the American Psychological Association (APA) announced the creation of the Task Force on Violent Media. The seven-member task force was charged with conducting a “meta-analysis,” or review of existing literature, to determine whether video game violence can and does lead to real-world violence.

So, based on  speculation (that, by the way has since been shown to be pretty thin) they decided to go out and prove that video game violence causes violent behavior. Hmmmm, not what I’d call good science.

The problem, though, is that many experts think the APA’s findings are junk science. In 2013, a large group of researchers—more than 230, including academics from Harvard, Yale and Columbia universities—took issue with the APA, the task force and its research methodology. In an open letter, the group called the APA’s policy statements on violent video games “misleading and alarmist” and said they “delineated several strong conclusions on the basis of inconsistent or weak evidence.”

For some of those researchers, Thursday’s announcement is confirmation that the APA has it in for video games. “The literature is beset with methodology flaws and I don’t think this report addresses those flaws,” says Dr. T.A. Ceranoglu, a psychiatrist at Massachusetts General Hospital who signed the 2013 letter.

Existing research on violent video games has “vague and inconsistent” definitions of aggression and violence, he says. While the APA’s report acknowledges this problem (“The violent video game literature uses a variety of concepts, terms, and definitions in considering aggression and aggressive outcomes…”), it does not attempt to solve it.

If they really wanted to find out the truth, then this should be getting much more attention than it is:

“I think it’s causing us to miss a bigger picture,” he says. “These violent video games are played all around the world, but we have a much higher violence rate in the U.S. than other countries, like Japan, and we can’t explain why that difference is.”

Ferguson is unconvinced. “People have to remember that groups like the American Psychological Association—of which I’m a fellow, by the way—are guilds. They do not exist to provide people with objective facts. They exist to promote the profession. It’s to their advantage to identify problems that psychologists can run in and fix. It is not to their advantage to say ‘we don’t know’ or ‘the evidence is all over the place’ or ‘there’s nothing we can do to help you.'”

“This seems to be a pattern with the APA,” he adds. “We’re talking about an organization that was caught colluding in the real torture of real people in real life and now they’re turning around and wagging their hand about people playing video games?”

If you are also tired of these sort  of biased proclamations, sign this scholars’ open letter to the APA calling on them to retire their policy statements on media violence: https://www.scribd.com/doc/223284732/Scholar-s-Open-Letter-to-the-APA-Task-Force-On-Violent-Media-Opposing-APA-Policy-Statements-on-Violent-Media

Don’t get me wrong – the interaction of violent videogames (and movies, television, books, etc.) concerns me deeply. I just think that this is a much more complex issue than they want us to believe. Personally, I worry far more about the popularity of reality shows where deception and bullying are passed off as entertainment than I do about violence in videogames. The problem really isn’t with the games (or the shows, much as I hate them) – the problem is with a society that finds this acceptable. Banning any of these things will not solve the problem. The problem will only be solved when we figure out what’s really at the root of the anger and hatred that popularizes these things and begin to deal with that.

 

There’s also a CBC radio bit on this that’s worth listening to.

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Can Badges and Leaderboards make Low-Income Students Participate more in Campus life?

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An article about how a “gamified” interface to campus life is supposed to help low-income students (can you tell I’m skeptical?).

Here’s what they do:

  • Give out points and badges for doing stuff.
  • Reward competing against their fellow students to earn more points (which they can trade for stuff at Starbucks & the bookstore).

Here are their goals:

to make sure low-income students — many of whom are the first in their families to go to college — are aware of the dozens of opportunities on campus.

Here are my problems with this approach:

  1. Superficial reward-driven gamification produces effects that don’t last.
  2. Monetizing engagement does not normally lead to genuine engagement.
  3. External motivators tend to be counter-productive.
  4. I’m pretty sure that low-income students already feel singled out. Do you really want to add to that?
  5. They are rewarding students for competing against each other when what they really should be doing is creating community.
  6. This emphasizes winning over caring.

Last year, the average student won less than $100 worth of coffee and bookstore items, and the top earner nearly $200.

Hmmmm. “Less than $100.00” I wonder how much less?

When the app officially debuted last fall after a pilot run in 2013, getting students to buy in wasn’t a problem, Mr. Huer says. About half of the Pell Grant population at Ball State eventually downloaded it. In fact, some students were too enthusiastic for the app’s original design. “There were a few students last year who went through every achievement in the first week,” Mr. Huer says.

I’d love to see some more detailed results. I don’t see 1/2 as a good number.

Don’t get me wrong, I am a huge fan of gamification, but THIS kind is exactly the sort of thing Ian Bogost complains about as being bullshit, and he’s right.

How an App Helps Low-Income Students by Turning College Life Into a Game – Wired Campus – Blogs – The Chronicle of Higher Education.

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Can serious games encourage persistent behaviors?

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Image: Monument Valley

Image: Monument Valley

Studies on the use of reinforcement have shown that unpredictable reinforcement schedules lead to behavior changes that persist the longest.  Since games are driven by cycles of player actions and corresponding feedback, is it possible to provide unpredictable reinforcement in a serious game? Are there other ways a serious game might encourage lasting behavioral change?

The first part of the answer to this is, it depends. I think unpredictability in the game’s behavior can be good, but I would think unpredictable reinforcement is something you would have to design very carefully. I suspect Tetris would not be as much fun if the levels of blocks sometimes disappeared for no reason or if they occasionally failed to disappear when they were completed. I also think I’d be quite annoyed with a game that only gave me the points I had earned sometimes.

Unpredictability is different. Some games make use of unpredictability as part of what makes them fun.

One of the ways that “unpredictability” is implemented is through random actions – most card games start off by shuffling the deck, for instance. It is part of why gambling is so attractive to many people. In classic behavioral training, intermittent reinforcement elicits a far stronger reaction than if that reinforcement is guaranteed. Some degree of randomness can have a very strong positive effect. Too much and the player feels they have no control at all; too little and it can become too predictable and that can lead to boredom. Like so many other things in game design (and educational design too for that matter), it’s the Goldilocks Problem.

Henry Jenkins said “Games, like other media, are most powerful when they reinforce our existing beliefs, least effective when they challenge our values.” (Henry Jenkins, 2006) What that tells me is that we are fighting an uphill battle. That’s not to say we shouldn’t try, but I think it would be overly optimistic to think we can move mountains with a single game.

Henry Jenkins, I. (2006). The war between effects and meaning: Rethinking the video game violence debate. . In D. Buckingham & R. Willett (Eds.), Digital generations : children, young people, and new media (pp. 19-31). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.

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Worth Sharing: Why pushing kids to learn too much too soon is counterproductive – The Washington Post

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1986-06-007-adam4_wmWhy are we in such a rush? It takes time to grow up and some things (perhaps even most things) need time to sink in. We need time to form new neural connections.

Curiously, at the same time we are pushing kids to be “little Einsteins”, we treat them like they can’t handle complexity, or be alone, or take care of anything. No wonder kids are having trouble – we are giving them all kinds of mixed messages.

Picture5Why pushing kids to learn too much too soon is counterproductive – The Washington Post.

  • Many schools force too much material onto the normally (and naturally) developing mind of young children and may inadvertently push children—especially boys—into looking like they have ADHD when they might not.
  • It is rare for a child to be precisely at “grade level: in every subject.

I think it’s time to worry less about competing for the “best” schools (including preschools) and more about the kinds of human beings we are developing.

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Proteus Effect threshold?

Approximate Reading Time: 2 minutes

ac-025Put simply, the Proteus Effect happens when an avatar behaves in line with the stereotype suggested by the appearance of that avatar. In other words players behave in the ways the appearance of their avatar suggests they should.

How realistic does an avatar need to be in order for the Proteus Effect to be significant?  What aspects of an avatar are important in creating the Proteus effect?  How much does my avatar have to look like me in order for me to feel it is me?

There’s probably some sort of continuum between an avatar that I can’t identify with at all and an avatar that is me.  So what is the threshold for useful application of the Proteus Effect?

ac-013Like most things, the answer depends of course. It depends not only on the capabilities of the game (and its designers), but it also depends on the purpose of the game as well as the players.

The Players:

I’m sure it is no coincidence that avatars in games for children are almost exclusively cartoonish. Kids like to customize their characters, but it seems to me that customization for kids is more about outfits, accessories (including ears, tails, hair, etc.) than it is about making the character look like the self. An adult audience is likely to be more interested in creating some reasonable facsimile, so for them the ability to create a character that is effectively a caricature of themselves would hold more appeal.

The Purpose:

Here I would suggest that the more ‘serious’ the message, the more realistic the avatar, as a general rule. At least, a more serious message should probably exclude silly kinds of customization. If you allow customization, then a game about obesity probably shouldn’t include something like clown makeup or clown clothes. It might work, but I would want to do some extensive user testing before I tried it. Most of the time our budgets are limited when we build serious games, so why take the risk?

The Technology:

2013-May-16There is an interesting article that came out some years ago that looked at what an effect called the “uncanny valley”. It talks about characters in general, but I’m sure the same ideas apply to avatars as well. The author observes that our association with various characters increases as the characters become more “human”. Pixar has done a fantastic job of that – they managed to create mother and child characters out of lamps – and they don’t even have faces, yet we still feel for them. Put eyes on almost anything and we find ways to identify with it. This connection increases as the character becomes more and more realistic, but as we get really close to ‘real’, something happens, and it suddenly becomes quite disturbing. The author postulates that this is why we are bothered by zombies. The author called this disconnection the ‘uncanny valley’. The same thing applies to avatars – I think it’s important to know about this effect and to make sure that avatar customization can’t create characters that fall into the uncanny valley or it will interfere with our ability to deliver on the message of the game.

Bryant, D. (2005). The Uncanny Valley:  Why are monster-movie zombies so horrifying and talking animals so fascinating?  Retrieved Jan 1, 2005, from http://www.arclight.net/~pdb/nonfiction/uncanny-valley.html

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Mail Merge with FormMule: EdTechTeam Google Summit Debrief, Part 2 of 2

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This past weekend I was at the EdTechTeam Google Summit. I went last year as well (I presented last year on gamification with Google).

I always learn interesting, useful, and inspiring things. This time I plan to share a few of them.

This second one is about FormMule.

This add-on allows you to set up automated messages from a Google Sheet that has gather information through a Form or a Spreadsheet.  It allows you to send automated mails or send them out at a set time. You can create a variety of templates based on specific values in the sheet. So, it could be used for creating personalized progress emails for your students.

 

p.s. Thanks to MRU‘s Academic Development Center for sending me!

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5 Cool Ways to Use Forms: EdTechTeam Google Summit Debrief, Part 1 of 2

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This past weekend I was at the EdTechTeam Google Summit. I went last year as well (I presented last year on gamification with Google).

I always learn interesting, useful, and inspiring things. This time I plan to share a few of them.

snap02039This first one is about Google Forms.

Google Forms are a way to create questionnaire-type forms that can be shared online. The answers that are submitted are saved into a Google Spreadsheet, one row per submit.

I’ve used them for the usual questionnaires, but I have also used them to:

  1. Create peer review forms that students can fill out during class while their peers are doing their presentations.
  2. Create game or required reading review or reflection forms. This allows the teacher to gather all of the responses in one place for easy assessment.
  3. snap02040Create simple quizzes. They can even be automatically graded if you add formulas in the columns to the right of the last question that use the values entered from the form.
  4. Create a Critical Incident Questionnaire to gather feedback from you students on how things are going in the class.
  5. Create sign-up sheets for things like class resources, projects, and presentation times. By using the Choice Eliminator Add-On you can even make choices disappear when they are full.

They have made some things much easier to handle, thereby reducing the amount of time I have to spend doing admin stuff, which in turn gives me more time to help my students.

p.s. Thanks to MRU‘s Academic Development Center for sending me!

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Worth Sharing: grmr.me

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This past weekend I was at the EdTechTeam Google Summit. I learned about a number of tools that I think are worth sharing. This is one:

grmr.me is a resource created by an English teacher for English teachers. It provides short videos explaining some of the more common grammar errors. When editing or correcting your students’ writing, you can link to the appropriate error, rather than having to explain it yourself (over and over).

 

p.s. Thanks to MRU‘s Academic Development Center for sending me!

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