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Pamela Rutledge: Video games, Problem Solving and Self-Efficacy

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Pamela Rutledge
Pamela Rutledge

1. Video games can improve problem solving skills and self-efficacy through mastery experiences as players conquer challenges within games. 2. Games impact self-efficacy in several ways such as expanding identity, generating learning communities, and encouraging intrinsic motivation. 3. Flow state, or being in the zone, can be achieved through games as the balance is struck between the difficulty of challenges and players' skills.

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Video games, Problem Solving and Self- Efficacy Pamela Rutledge, PhD, MBA Media Psychology Research Center prutledge@mprcenter.org August 3, 2012 @pamelarutledge Symposium Innovations for ADHD: Video Games and Digital Media for Improving Academic and Executive Skills
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Hidden in every video game are mastery experiences waiting to be conquered
Phone or Solution Portal? • Mobile • Personal • On-Demand • Social Connections • Answers • Advice
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Self-efficacy is believing in our ability to act successfully
Games Impact Self-Efficacy in a Number of Way: 1. Expand identity 2. Generate learning communities 3. Build social connections 4. Promote decision-making strategies 5. Encourage intrinsic motivation 6. Create positive emotions
Rules of Engagement
Communities of Practice GamesCom 2011 computer game fair in Cologne, Germany. (AP Photo/Martin Meissner) http://www.cbc.ca/news/yourcommunity/2011/09/are-you-satisfied-with-rogers-response-to-throttling-online-game-speeds.html
DIWO: Quests with Friends
Adaptive Problem-Solving
Getting in the Zone
FLOW CHANNEL Anxiety Challenge Boredom Skill
FLOW CHANNEL Anxiety Challenge Boredom Skill
Scaffolding
The Joy of Mastery
purpose resilience optimism competence engagement self-efficacy
Pamela Rutledge: Video games, Problem Solving and Self-Efficacy
Dr. Pamela Rutledge Media Psychology Research Center prutledge@mprcenter.org @pamelarutledge
References Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Nardi, B., Ly, S., & Harris, J. (2007). Learning Conversations in World of Psychologist, 37(2). Retrieved from Warcraft. Paper presented at the Hawaii International Conference on Bandura, A. (2002). Growing primacy of human agency in adaptation and change in Systems Sciences 2007, Big Island, Hawaii. the electronic era. [Journal; Peer Reviewed Journal;]. European Pavlas, D. (2010). A Model of Flow and Play in Game-based Learning: The Psychologist, 7(1), 2-16. doi: 10.1027//1016-9040.7.1.2 Impact of Game Characteristics, Player Traits, and Player States. Brandt, K. (2012). How Wizard 101 Actually Helped My Son. Simply Stated (March (PhD Dissertation), University of Central Florida, Orlando, FL. 16). Retrieved from http://simplystated.realsimple.com/2012/03/16/how-i-learned-to-hate-wizard101-a-little-less/ A. K., Weinstein, N., Murayama, K., Lynch, M. F., & Ryan, R. M. Przybylski, (2012). The Ideal Self at Play : The Appeal of Video Games That Let Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New You Be All You Can Be. Psychological Science, 23, 69-76. York: HarperCollins Publishers. Cunliffe, A., & Coupland, C. (2012). From hero to villain to hero: Making experience Reeves, B., Malone, T. W., & O'Driscoll, T. (2008). Leadership’s Online Labs. sensible through embodied narrative sensemaking. Human Relations, Harvard Business Review, May, 1-10. 65(1), 63-88. doi: 10.1177/0018726711424321 Rutledge, P. B. (2012). Augmented Reality: Brain-based Persuasion Model. Dagirmanjian, S., Eron, J., & Lund, T. (2007). Narrative solutions: An integration of Paper presented at the 2012 EEE International Conference on e- self and systems perspectives in motivating change. [Journal; Peer Learning, e-Business, Enterprise Information Systems, and e- Reviewed Journal]. Journal of Psychotherapy Integration, 17(1), 70-92. Government, Las Vegas, NV. doi: 10.1037/1053-0479.17.1.70 Salen, K., & Zimmerman, E. (2004). Rules of Play: Game Design Erikson, E. (1956). The problem of Edo Identity. Journal of the American Fundamentals. Cambridge, MA: The MIT Press. Psychoanalytic Association, 4, 56-121. Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Phil. Shirky, C. (2008). Here Comes Everybody. New York: Penguin Books. Trans. Royal Society London, 359, 1367-1377. Retrieved from Squire, K. R. (2008). Open-Ended Video Games: A Model for Developing Garland, E., Fredrickson, B. L., Kring, A. M., Johnson, D. P., Meyer, P. S., & Penn, Learning. In K. Salen (Ed.), The Ecology of Games: Connecting D. L. (2010). Upward spirals of positive emotions counter downward Youth , Games, and Learning (pp. 167-198). Cambridge. MA: MIT. spirals of negativity: Insights from the broaden-and-build theory and affective neuroscience on the treatment of emotion dysfunctions and Steinkuehler, C. (2004). Learning in Massively Multiplayer Online Games. deficits in psychopathology. Clinical Psychology Review, 30(7), 849-864. Paper presented at the ICLS '04 Proceedings of the 6th international conference on Learning sciences Santa Monica, CA. Conference Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (Revised & Updated) (2nd ed.). New York: Palgrave Macmillan. Paper retrieved from http://jcmc.indiana.edu/vol11/issue4/steinkuehler.html Ito, M. (2009). Introduction. In K. Varnelis (Ed.), Networked Publics (pp. 1-14). Cambridge: MIT. Sun, C.-T., Wang, D.-Y., & Chan, H.-L. (2011). How digital scaffolds in games direct problem-solving behaviors. Computers & Education, 57(3), Klimmt, C., Hefner, H., & Vorderer, P. (2009). The video game experience as “true” 2118-2125. doi: 10.1016/j.compedu.2011.05.022 identification: A theory of enjoyable alterations of players’ self-perception. Communication Theory, 19(4), 351-373. Tugade, M., & Fredrickson, B. L. (2004). Resilient Individuals Use Positive Krueger, N., & Dickson, P. R. (1994). How Believing in Ourselves Increases Risk Emotions to Bounce Back From Negative Emotional Experiences. Taking: Perceived Self-Efficacy and Opportunity Recognition. Decision Journal of Personality and Social Psychology, 86(2), 320-333. Sciences, 25(3), 385-400. Retrieved from Manobi Development Foundation. (2011). Case Studies: In Farming, from Van Eck, R. (2006). Digital Game-Based Learning: It's Not Just the Digital http://www.manobi.net/foundation/?M=2&SM=6 Natives Who Are Restless…. EDUCAUSE Review, 41(2). Vygotsky, L. S. (1978). Mind in Society. In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.

More Related Content

Pamela Rutledge: Video games, Problem Solving and Self-Efficacy

  • 1. Video games, Problem Solving and Self- Efficacy Pamela Rutledge, PhD, MBA Media Psychology Research Center prutledge@mprcenter.org August 3, 2012 @pamelarutledge Symposium Innovations for ADHD: Video Games and Digital Media for Improving Academic and Executive Skills
  • 7. Hidden in every video game are mastery experiences waiting to be conquered
  • 8. Phone or Solution Portal? • Mobile • Personal • On-Demand • Social Connections • Answers • Advice
  • 11. Self-efficacy is believing in our ability to act successfully
  • 12. Games Impact Self-Efficacy in a Number of Way: 1. Expand identity 2. Generate learning communities 3. Build social connections 4. Promote decision-making strategies 5. Encourage intrinsic motivation 6. Create positive emotions
  • 14. Communities of Practice GamesCom 2011 computer game fair in Cologne, Germany. (AP Photo/Martin Meissner) http://www.cbc.ca/news/yourcommunity/2011/09/are-you-satisfied-with-rogers-response-to-throttling-online-game-speeds.html
  • 15. DIWO: Quests with Friends
  • 18. FLOW CHANNEL Anxiety Challenge Boredom Skill
  • 19. FLOW CHANNEL Anxiety Challenge Boredom Skill
  • 21. The Joy of Mastery
  • 22. purpose resilience optimism competence engagement self-efficacy
  • 24. Dr. Pamela Rutledge Media Psychology Research Center prutledge@mprcenter.org @pamelarutledge
  • 25. References Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Nardi, B., Ly, S., & Harris, J. (2007). Learning Conversations in World of Psychologist, 37(2). Retrieved from Warcraft. Paper presented at the Hawaii International Conference on Bandura, A. (2002). Growing primacy of human agency in adaptation and change in Systems Sciences 2007, Big Island, Hawaii. the electronic era. [Journal; Peer Reviewed Journal;]. European Pavlas, D. (2010). A Model of Flow and Play in Game-based Learning: The Psychologist, 7(1), 2-16. doi: 10.1027//1016-9040.7.1.2 Impact of Game Characteristics, Player Traits, and Player States. Brandt, K. (2012). How Wizard 101 Actually Helped My Son. Simply Stated (March (PhD Dissertation), University of Central Florida, Orlando, FL. 16). Retrieved from http://simplystated.realsimple.com/2012/03/16/how-i-learned-to-hate-wizard101-a-little-less/ A. K., Weinstein, N., Murayama, K., Lynch, M. F., & Ryan, R. M. Przybylski, (2012). The Ideal Self at Play : The Appeal of Video Games That Let Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New You Be All You Can Be. Psychological Science, 23, 69-76. York: HarperCollins Publishers. Cunliffe, A., & Coupland, C. (2012). From hero to villain to hero: Making experience Reeves, B., Malone, T. W., & O'Driscoll, T. (2008). Leadership’s Online Labs. sensible through embodied narrative sensemaking. Human Relations, Harvard Business Review, May, 1-10. 65(1), 63-88. doi: 10.1177/0018726711424321 Rutledge, P. B. (2012). Augmented Reality: Brain-based Persuasion Model. Dagirmanjian, S., Eron, J., & Lund, T. (2007). Narrative solutions: An integration of Paper presented at the 2012 EEE International Conference on e- self and systems perspectives in motivating change. [Journal; Peer Learning, e-Business, Enterprise Information Systems, and e- Reviewed Journal]. Journal of Psychotherapy Integration, 17(1), 70-92. Government, Las Vegas, NV. doi: 10.1037/1053-0479.17.1.70 Salen, K., & Zimmerman, E. (2004). Rules of Play: Game Design Erikson, E. (1956). The problem of Edo Identity. Journal of the American Fundamentals. Cambridge, MA: The MIT Press. Psychoanalytic Association, 4, 56-121. Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Phil. Shirky, C. (2008). Here Comes Everybody. New York: Penguin Books. Trans. Royal Society London, 359, 1367-1377. Retrieved from Squire, K. R. (2008). Open-Ended Video Games: A Model for Developing Garland, E., Fredrickson, B. L., Kring, A. M., Johnson, D. P., Meyer, P. S., & Penn, Learning. In K. Salen (Ed.), The Ecology of Games: Connecting D. L. (2010). Upward spirals of positive emotions counter downward Youth , Games, and Learning (pp. 167-198). Cambridge. MA: MIT. spirals of negativity: Insights from the broaden-and-build theory and affective neuroscience on the treatment of emotion dysfunctions and Steinkuehler, C. (2004). Learning in Massively Multiplayer Online Games. deficits in psychopathology. Clinical Psychology Review, 30(7), 849-864. Paper presented at the ICLS '04 Proceedings of the 6th international conference on Learning sciences Santa Monica, CA. Conference Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (Revised & Updated) (2nd ed.). New York: Palgrave Macmillan. Paper retrieved from http://jcmc.indiana.edu/vol11/issue4/steinkuehler.html Ito, M. (2009). Introduction. In K. Varnelis (Ed.), Networked Publics (pp. 1-14). Cambridge: MIT. Sun, C.-T., Wang, D.-Y., & Chan, H.-L. (2011). How digital scaffolds in games direct problem-solving behaviors. Computers & Education, 57(3), Klimmt, C., Hefner, H., & Vorderer, P. (2009). The video game experience as “true” 2118-2125. doi: 10.1016/j.compedu.2011.05.022 identification: A theory of enjoyable alterations of players’ self-perception. Communication Theory, 19(4), 351-373. Tugade, M., & Fredrickson, B. L. (2004). Resilient Individuals Use Positive Krueger, N., & Dickson, P. R. (1994). How Believing in Ourselves Increases Risk Emotions to Bounce Back From Negative Emotional Experiences. Taking: Perceived Self-Efficacy and Opportunity Recognition. Decision Journal of Personality and Social Psychology, 86(2), 320-333. Sciences, 25(3), 385-400. Retrieved from Manobi Development Foundation. (2011). Case Studies: In Farming, from Van Eck, R. (2006). Digital Game-Based Learning: It's Not Just the Digital http://www.manobi.net/foundation/?M=2&SM=6 Natives Who Are Restless…. EDUCAUSE Review, 41(2). Vygotsky, L. S. (1978). Mind in Society. In M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.

Editor's Notes

  1. This chart shows the balance between the challenge of a task on the left and the person’s skills across the bottom. To remain in the FLOW zone, challenge and skill must constantly adjust to one another.
  2. This chart shows the balance between the challenge of a task on the left and the person’s skills across the bottom. To remain in the FLOW zone, challenge and skill must constantly adjust to one another.
  3.   Social technologies have given people unprecedented control over their lives. We act and, because we are linked in real time, we see the actions others take and we can interact with them. Individual actions inspire group actions; groups inspire individuals. The most exciting thing is that we are training new generations to believe they can act; to believe that an individual can make a difference. It changes everyone’s expectations about their ability— and their responsibility—to contribute.