It’s Official, Games can make you Smarter…

Source: UN, 9 June 2003
Submitted by Ann Light

Research conducted at the University of Rochester has shown that action video games can give a person the ability to monitor more objects in their visual field and do so faster than a person who doesn’t play such games. The study suggests that in addition to making game players more aware of their surroundings while performing tasks such as driving, action game playing might be a useful tool to rehabilitate visually impaired patients or to train soldiers for combat.

‘Players can process visual information more quickly and can track 30% more objects than nonplayers,” says Daphne Bavelier, associate professor of brain and cognitive sciences, and member of the Center for Visual Science ‘Several game players even achieved perfect scores on tests barely doable for non-game players.’

The link between visual attention and action games was first recognised when a student of Bavelier’s, Shawn Green, demonstrated exceptional proficiency at the visual tests Green and Bavelier were devising. Upon discovering that Green was an avid game player, the two embarked on a line of research to test if playing action games like “Grand Theft Auto3″, “Medal of Honor”, or “Half-Life”, could train the brain to better process certain visual information.

Aficionados of action games (all males since only a single fanatic female gamer could be found on campus) were presented with three tests. One flashed a small object on screen for 1/160th of a second, and the participant would indicate where it flashed. The slightest lack of attention and the brain would miss the appearance of the object completely. Gamers tended to notice the object far more often than non-gamers.

The second test presented one to 12 small objects on screen at once and the subject had to type how many objects they’d seen. Again, gamers saw the correct number of objects more often. The final test flashed black letters in extremely rapid succession. One letter was white, and it may or may not have been followed by a black ‘X’. Gamers again picked out which letter was white and whether or not an ‘X’ followed it better than non-gamers.

To guard against the possibility that their findings were merely the result of more visually attentive people naturally gravitating toward action games, Bavelier and Green tested non-gamers, both men and women this time. They set up nine of the group to play the action game “Medal of Honor” and eight to play “Tetris”, a puzzle-oriented game. After just an hour a day for two weeks, the action players showed a marked increase in their test performances, which the “Tetris” players did not.

‘It’s likely the sense of danger heightens awareness and trains the visual response of the brain, but other aspects might also contribute,’ says Green. ‘On the other hand, the “Tetris” players, while scoring low on our tests, might score well if testing for ability to rotate and organise objects.’

If the brain can be trained to have heightened visual attention as this study indicates, then it might be especially useful for helping patients with neurological visual impairments to see more normally. Often in stroke patients, for instance, a kind of blindness occurs in part of the visual field, but the impairment isn’t physical, it’s a result of the brain’s “inattentiveness” to that area. Current treatments are laborious, taking years for improvement, but Green and Bavelier’s research suggests that video games may provide a much more economical way of bringing the brain’s attentiveness back. If a healthy brain can improve in their tests after just 10 hours of game playing, perhaps similar results could be seen in patients.

Green and Bavelier point out that gaming is no substitute for building other areas of the brain, and that exercises that demand prolonged attention, such as reading or solving maths problems, are likely not helped at all by extensive game-playing.

As a next step in their research, the members of the team would like to design their own action video games that they can modify at will to see just what aspects of gaming allows such efficient learning . With that knowledge, Green and Bavelier would ultimately like to create non-violent action games that could help stroke patients recover their visual awareness.

http://www.usabilitynews.com/news/article1121.asp

I agree that constant video game playing doesn’t do much for mathematical skills.  That’s why I love Nintendo for releasing what I call the “smart games” like Brain Age, etc. for the DS.  Game designers are quickly figuring out what players are lacking.  And Wii game designers have caught on to the need for physical activity for young adults.

I have a point, I promise.  For the past five years or so, educators and researchers have been looking into the need for more educational video games.  This is not a new concept (remember Carmen Sandiego or Qwerty?) but it is one that has recently exploded with interest.  I have even read about teachers allowing their students to play brief segments of Final Fantasy games in the classroom to teach character or plot development.  The Medal of Honor games mentioned in the article have also been hailed for their historical accuracy, putting players in the midst of familiar WWII battles, and have even been used by History teachers to present students with an interactive and visual image of historic battles.  In addition, many of the games in the series have documentary clips, as well.  In the hands of trained and responsible educators, these games could have a lasting impact on student learning.

I’ve written before about the future of education and how technology is being used to teach skills that will be needed in order to prosper in a growing society.  Things are changing rapidly, for the better (in most cases) and for the worst (in some cases).  Teachers and researchers are catching on to the demands and growth of society and how school systems need to rise to this.

Until later — “There’s no turning back now that you opened up to your mind.”

It will soon be time for some changes. And I am excited. I have a job interview at South Charleston Middle School tomorrow, which (if I get the job) will put me about ten minutes closer to home and inside one of the county’s most historical school buildings. South Charleston is a growing community that lies somewhere between big city and small town. I’ve heard some of the same complaints about SCMS as I did about Stonewall Jackson Middle: poor discipline, apathetic students, etc. If any of that is true, guess what? It doesn’t hurt my interest in the school; it improves it. I see situations like that as challenges, opportunities to grow as a teacher and, most of all, to help my students grow.

I stopped by WVSU today to pick up my textbooks for my two classes. As proof that I have grown up, I could not contain my enthusiasm and pulled the plastic off of the books while sitting in my car, grinning as I flipped through the pages. I remember just a little less than ten years ago, I hated school. I loved to read, but usually snubbed my nose at college textbooks (unless they were literature anthologies). Now, I am practically drooling at the opportunity to dive into a Geography text, especially one like this that has plenty of online resources and tons of useful information.

Unlike the army of students who brave the almost endless line to sell back their textbooks, I have always thought of the best college texts as those you could keep and use again. The bookshelf next to my teachers’ desk is filled with grammar texts, anthologies, writing manuals, and other variations. And, yes, I use them for my own resources and even in my lesson plans.

Which brings me to the second text I bought: Taking Sides: Clashing Views on Social Issues. The Taking Sides collection is a group of books that present a list of topics and then show works of writing and/or speeches from different people that discuss that topic. The greatest thing about it is that it is written in debate-style and presents two works of writing with each issue: one “for” and one “against”. The benefits of a textbook like this in the hands of a teacher are limitless. I’ve been looking for a great way to liven up persuasive writing. Looking at two different sides of an issue makes students feel a lot like Tevye from Fiddler on the Roof, weighing the pros and cons of both sides. Now that’s critical thinking at its best.

One of my writing/teaching mentors Gretchen Bernabei says in her book Reviving the Essay, “Many students seem to consider the act of changing their minds equivalent to an act of weakness, or concession, or defeat. This way of viewing thinking is not only immature, it’s also dangerous in a democracy where reasonable, informed voters make decisions for the nation” (12). This kind of book in the hands of a teacher could help students make informed decisions (even if it means changing their minds) as opposed to holding fast to conclusions that are based only on personal prejudices.

So, regardless of where I teach this year, it will definitely be a year of change, both with my attitude, my teaching, and my circumstances. The great thing is that all of these are things I can control.

I’ll close out with a few lines from Andy Andrews’ excellent novel about a down-on-his luck businessman who travels through time and meets important historic figures who all give him advice for personal success, The Traveler’s Gift: “Circumstances do not push or pull. They are daily lessons to be studied and gleaned for new knowledge and wisdom. Knowledge and wisdom that is applied will bring about a brighter tomorrow (155).”

Well said, Mr. Andrews.

Until later — “There’s no turning back now that you opened up to your mind.”

Yours truly bragging about Gretchen’s book, Reviving the Essay:

I’ve been readmitted into WVSU and I am taking two classes this fall towards a Social Studies certification: Geography and a Sociology class called “Social Problems.” I’m really excited about both classes, which is amazing. I remember hating Geography in 7th grade and trying my best not to learn anything at the time. I remember being shocked in high school when I finally realized that Egypt was in Africa.

That Geography teacher is one of the best I’ve ever known. Her name is Mrs. Downey and she still teaches the same subject at the same school. A month or so into my seventh grade year, my grades were already slipping towards failure in two of my major courses (I was just barely Cs in English and Science). She kept me after class one day and asked one of the most important questions I have ever been asked by a teacher: “What do you love?” I paused, and she continued. “You love to draw, right? You love art?” I nodded. “Tell you what, you bring at least three of your school grades up to Cs or better and I will buy you a hundred dollars worth of art supplies.” It was the first time any teacher had ever made a promise to me other than, “If you don’t sit down, I’m calling your mother.” The greatest thing is that I kept my end of the bargain and she kept hers.

I found a folder in my drawer yesterday that had a collection of report cards from elementary school. One of them was from the second nine weeks of fourth grade. In the teacher’s comments it says, “I would like to schedule a conference as soon as possible to discuss my concerns for Jason.” Other information shows that I had trouble working independently, working neatly, and listening attentively. This was an improvement over the first nine weeks when I also had trouble following directions and completing assigned work on time.

Third nine weeks wasn’t much of an improvement. Teacher comments: “Jason has not shown much growth in his behavior and study skills.” And yet again, I did not work independently or neatly, follow directions, or listen attentively.

It is important to note that my fourth grade teacher, Mr. Copley, was also one of my favorites, especially after looking back, because regardless of my faults (and there were many) he still cared about me, treated me with respect, and always tried to make me smile. My mom has a picture of Mr. Copley and I standing together, him squatting down a little so he can get his arm around my shoulders. Our smiles are big and honest.

As I said, it feels good to be writing again. I haven’t thought about Mr. Copley or Mrs. Downey for a while and here I am writing about them. I have a lot more to write about and will try to get it posted in the next day or so. I still need to write about my rekindled interest in WWII that was spawned by a recent marathon of Medal of Honor games, courtesy of my little brother.

Until later — “There’s no turning back now that you opened up to your mind.”

Algazi, Alvarez, Alpern, Ametrano, Andrews, Aran, Arnstein, Ashford, Bailey Ballout, Bamberger, Baptista, Barr, Barrows, Baskerville, Bassiri, Bell, Bokgese, Brandao, Bravo, Brooke, Brightman, Billy, Blau, Bohen, Bohn, Borsuk, Brendle, Butler, Calle, Cantwell, Carrell, Chinlund, Cirker, Cohen, Collas, Couch, Callegher, Calcaterra, Cook, Carey, Cassell, Chen, Chung, Clarke, Cohn, Carton, Crowley, Curbelo, Dellamanna, Diaz, Dirar, Duncan, Dagostino, Delakas, Dillon, Donaghey, Daly, Dawson, Edery, Ellis, Elliott, Eastman, Easton, Famous, Fermin, Fialco, Finklestein, Farber, Falkin, Feinman, Friedman, Gardner, Gelpi, Glascock, Grandfield, Greenbaum Greenwood, Gruber, Garil, Goff, Gladwell, Greenup, Gannon, Ganshaw, Garcia, Gennis, Gerard, Gericke, Gilbert, Glassman, Glazer, Gomendio, Gonzalez, Greenstein, Guglielmo, Gurman, Haberkorn, Hoskins, Hussein, Hamm, Hardwick, Harrell, Hauptman, Hawkins, Henderson, Hayman, Hibara, Hehmann, Herbst, Hedges, Hogan, Hoffman, Horowitz, Hsu, Huber, Ikiz, Jaroschy, Johann, Jacobs, Jara, Johnson, Kassel, Keegan, Kuroda, Kavanau, Keller, Kevill, Kiew, Kimbrough, Kline, Kossoff, Kotzitzky, Kahn, Kiesler, Kosser, Korte, Leibowitz, Lin, Liu, Lowrance, Lundh, Laux, Leifer, Leung, Levine, Leiw, Lockwood, Logrono, Lohnes, Lowet, Laber, Leonardi, Marten, McLean, Michaels, Miranda, Moy, Marin, Muir, Murphy, Marodon, Matos, Mendoza, Muraki, Neck, Needham, Noboa, Null, O’Flynn, O’Neill, Orlowski, Perkins, Pieper, Pierre, Pons, Pruska, Paulino, Popper, Potter, Purpura, Palma, Perez, Portocarrero, Punwasi, Rader, Rankin, Ray, Reyes, Richardson, Ritter, Roos, Rose, Rosenfeld, Roth, Rutherford, Rustin, Ramos, Regan, Reisman, Renkert, Roberts, Rowan, Rene, Rosario, Rothbart, Saperstein, Schoenbrod, Schwed, Sears, Statosky, Sutphen, Sheehy, Silverton, Silverman, Silverstein, Sklar, Slotkin, Speros, Stollman, Sadowski, Schles, Shapiro, Sigdel, Snow, Spencer, Steinkol, Stewart, Stires, Stopnik, Stonehill, Tayss, Tilney, Temple, Torfield, Townsend, Trimpin, Turchin, Villa, Vasillov, Voda, Waring, Weber, Weinstein, Wang, Wegimont, Weed, Weishaus.  

When I took this test, I scored a 72.  Gladwell says that “the first–and most obvious–criterion is that Connectors know lots of people.”  One of my close high school friends used to joke that I know everyone because whenever we were out, I would see four or five people or more that I knew.  There was a running joke that if I went to a different state, I would still see someone I know.

I never took this joke seriously until a few years ago my wife and I were at King’s Island and I bumped into a lady I used to teach with.  The next summer, I was in line for a ride at Cedar Point and realized I was just a few people behind one of the school counselors at GW. 

Wait… it gets better.  The following year, I traveled to Disney World with my wife and kids.  Keep in mind that Disney has four parks, each of which has hundreds if not thousands of people in attendance.  We were walking through Magic Kingdom when I spotted a student of mine and her father, sitting on a bench.

Gladwell says, “Sprinkled among every walk of life, in other words, are a handful of people with a truly extraordinary knack of making friends and acquaintances. They are Connectors.”  I don’t know if I’m a connector or not, but I do know a lot of people.  Gladwell also points out that most people score around 20 or less.

It isn’t hard to believe that I know a lot of people.  I have worked in fast food, retail, and at the local movie theater.  And as a teacher, I have approximately 125 students and I get to know many of their parents, as well.  So I get the opportunity to get to know 200+ people a year.  And I’m grateful for every one of them.

Try this test out and see how you score.  I was thinking of trying it with a local phone book, but I don’t know if it would be as effective.

Until later– “There’s no turning back now that you opened up to your mind.”

Download Video: Posted by bionicteaching at TeacherTube.com.

Download Video: Posted by khokanson at TeacherTube.com.

I think I may start a series of videos on education and technology to post on this blog for anyone who has not seen them yet.  I’m not as frightened of the 21st century as many others are but I am also a fast learner when it comes to technology.  I think, though, one of the reasons so many people are worried is because now we have no choice but to learn and grow.

In The World is Flat:  A Brief History of the Twenty-First Century, Thomas Friedman interviewed Nandan Nilekani, CEO for Infosyst Technologies Limited.  Nadan said, “The playing field is being leveled” and that America is going to be challenged but “… the challenge would be good for America because we are always at our best when we are being challenged” (Friedman, 7).

I love a challenge.  I don’t always rise to the occasion, but I do believe that people are at their best when being challenged.  That is an important thing to understand as a teacher.  Increase expectations, challenge students, and you will see the best in them.  They may not all meet the expectations, but they will be amazed by how hard they worked to try.

Until later– “There’s no turning back now that you opened up to your mind.”

Download Video: Posted by mcleod at TeacherTube.com.

Let me know what you think, your reactions to the video.

Download Video: Posted by mrallsop at TeacherTube.com.

I love finding amazing things like this.  This is funny, informative, catchy.  I love the South Park inspired Civil Rights Movement animations at the beginning.

For my next post, I’ll put up a video that a lot of you may have already seen:  “Did You Know 2.0″  It is essential viewing for anyone who wants to know what is up with our world right now and what all the big fuss is about for 21st century learning.