1. Peter Blanchfield

2. Why Games?  Most of the students we work with Have attention problems Delayed learning ○ Limited reading ability  Even the mainstream Have learnt from games since earliest years Find games socially enjoyable ○ Rather than disengaging from social interaction they stimulate it

3. Why not games?  Lot of resistance to games  Perspective of teachers and some parents Time waste Drive people inward Cause them to be lethargic How can we do it?

4. Can online games be as addictive as heroin? Lost in a virtual reality: Many gamers put their real life relationships at risk to further their online status (posed by models) Addiction: Merriam-Webster defines it as "Compulsive need for and use of a habit- forming substance (as heroin, nicotine, or alcohol) characterized by tolerance and by well-defined physiological symptoms upon withdrawal; broadly: persistent compulsive use of a substance known by the user to be harmful“. Spider Solitaire

5. Some real clinical studies

6. Most Children  Are not and will not be addicted to computer games  Can play games without harm  Can engage with learning material through games  Even the non-engageable  Will not work with all children

7. Our software  Developed games and other “playful” tools  Worked with Denewood and Southwold  Based around SEAL curriculum  Game emphasis on Empathy Context of bullying and self esteem  “Playful” interface Focused on communication skills

8. Game  http://www.cs.nott.ac.uk/~pxb/HeroLeague.html http://www.cs.nott.ac.uk/~pxb/HeroLeague.html  Important to make the game mechanic fit the lesson  First one works well Empathy in relation to bullying Second did not  Mostly engaged the un-engageable But some children do not really play games

9. Teaching Communication  Concept Cartoons use human like communication ○ But reduced complexity Facial expression Body language Tone of voice Children can create a cartoon story and concentrate on these aspects

10. Interface  Specially designed for ease of use by 8- 10 year olds  Simple sliders for controlling faces  Easy record/delete for practising voice  Examples to follow  Simple subset of gestures  Library of potential appropriate backgrounds

11. Interface in Pictures

12. More

13. Use  Specific in class use Ran a trial with one group making films The other making cartoon ○ Cartoon film gave opportunities for: Better use of and concentration on facial expression Better use of body language ○ Real film gave better opportunities for long/more complex storyline  Also used by parents with their children Generally received enthusiastically

14. Where to next  Teacher training  “Commercial” versions Need funds