The Autism Society Event and Education Recordings Archive

Many students with social learning challenges have strong connections to video games – from Club Penguin to Minecraft to Call of Duty. We will review Gamification and Flow theories to explain the appeal of this media, and focus on how to unearth and harness the social learning aspects of gaming. Video Games Are Here to Stay – Finding Social Learning in Video Gaming

Over the past 20 years there has been an immense proliferation of video games.  Many students with social learning difficulties are drawn to these games, in fact, parents may feel their students are becoming ‘addicted” to them, and may face noncompliance, belligerence, aggressiveness, rigid refusal, big reactions, etc. when they try to get their children to turn of their video games.  There is a wide range of game types – from sport and play fun to community building exploration to violent and vivid first person shooter games – it’s all out there and available.

This presentation will first explore the question “Why are these games so riveting to the students with whom we work?” drawing on Gamification and Flow theories.  From these perspectives we can understand why our particular student and young adult population finds many of these games so fulfilling and appealing.  There will be video examples of conversations between students exploring their gaming experiences, as well as ways to address this issue head-on, with students as well as parents. 

The presentation will next move into a “video game intro” phase – reviewing the most current gaming systems, formats, and range of specific games.  There will be a quick overview of terminology needed to understand what kids are talking about when they talk about gaming.  A clear reference chart will summarize the features and goals of a range of the most popular games.

Following this game review, we will focus on what we as therapists, parents and teachers can do to build a bridge between gaming and social thinking work, with the goal of harnessing student interest in video games to a clear social learning end.  Rather than take the position or argue with students that these games are violent or time-consuming, we can ally more closely with them to draw from their particular interest.  By listening to their perspectives we can demonstrate what an open mind looks like.  If we can engage in dialogue, we have a higher chance of working together. 

Many students are eager to talk about their gaming experiences.  Pictorial and video examples will show ways to engage with students in discussions that get them to recognize social components of gaming, such as cooperation, negotiation, flexibility, anger management, filtering of comments, and supporting others.  Once we have established this, we can agree that we really aren’t so far apart.  Specific examples will be shown of ways to build bridges from positive gaming experiences to “real life” and “away from your console” interactions, even using some video gaming as practice of social concepts, as we bring the idea of “co-op” into our sessions, onto the playground, and into the workplace.

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