Technology Kids Background – Editor Matthew Farber is a professor of educational technology at the University of Northern Colorado and the founder of Games SEL Labs. His research is at the intersection of game-based learning (GBL) and social and emotional learning (SEL). He studies how children’s health technology booths learn empathy, perspectives and moral decisions. He also works around game design as a form of self-expression.
Moshi’s school principal Allison Henry and Dr. Matthew Farber sat down to talk about seals and games.
Technology Kids Background
Allison: How do you want to train teachers and parents to balance seals and games, two topics related to children?
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Matthew: OK, the first part is sealing. Some things are the starting point. word. Big Mani, right? Most of us are playing and have a single player experience, on this pure site, there are no ads, no pop-ups, nothing. It’s almost like opening a crossword or vortex in a newspaper, playing the game, and sharing the results with others with other color blocks.
It’s a common experience – we all do it, and it’s fun. Whenever I see a player who claims to be not sharing Wordle scores online, I’m reminded that everyone is playing animal crossover or someone who has played Pokemon at the beginning. I think this is very important. It moved me, and in fact, it was a warm feeling. Because humans are born with evolution. We learn by playing games and playing is inherent in society. If you watch the Super Bowl and talk about that day after that, it’s a social experience. Share things online, watch sports, and play video games or play Wordle – are all different game activities. They are important to human experience. You can claim that due to the pandemic, they are more important now than ever. We have a way to connect with humans. That’s what we’re going to do.
We’ve been playing games all the time. We’ve played Sushi Go -Party, which is a great family game. I highly recommend it. My son built Minecraft’s Encanto throughout the assembly. He then played with his friends in Minecraft’s multiplayer mode, meeting Google with the camera.
We also play games together on Xbox. OK, he did, I watched. This is a game called unboxing where you can open the box. It started in 1997 when you were a young girl in the bedroom and just opened the packaging box. You will see objects in that person’s life. It then moved to 2004, when she was in college. So you opened her dormitory. Then there was her first apartment, and then with her boyfriend. Then go back to your parents’ home two years later, because we can infer that they are rising. Then go back to his own position and so on. This is a very profound way to tell a story about the environment.
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Allison: Let’s talk about how the game has changed over the years. What has changed since we were kids?
Matthew: The game is very different now than it was 30 or 40 years ago. Some people think of games only when the average age of American video game players is 35 years old, with only children’s activities. 216 million people play video games in the United States. However, there is some stigma and new media bias towards certain types of video games. I don’t think it’s right to shame any hobby. If someone plays a video game for an hour or two or three hours, someone can scream “screen addiction” and sound an alarm. But if someone watches football for six hours on Sunday, they’re just football fans.
Matthew: We have to regulate our brains. This is a study dating back to the 1980s, not gaming, but is now part of gaming and health research. There are two types of games and media. The first is hedonist, which comes from the term “hedonism”, which comes from media psychology. Just like Mario Map and Candy Crush. Because when you go to school all day, you need some pure, escapist transfer. If you are pulling the screen away from your kids, even Netflix or their phones can snatch them away from what’s called emotion management theory.
The second type of game and media is called Eudaimonic. Aristotle created the term. Eudaimonic is the media that inspires awe and thinks about the human condition. And we can’t keep consuming it – like the game I described, it might be serious. My son played another race at Apple Arcade, called the Mini Highway, and you want to bring people the most effective commuters to drive home. This is a strategy game, such as chess, kindness. You really have to think about what you are doing. He can’t keep playing. He will want to play Temple Run or something else that can balance. So it’s by no means about screens, it’s always about emotion management theory. Other activities may occur when the mood is regulated and managed. Emotion management also doesn’t require a screen, as music, books and hiking can also regulate emotions. It’s more about consciousness and reflection.
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Another concept my research was told is called general media participation. Indeed, this means parents need to have a conversation with their children about their work on the device. When on TV, it used to be called co-watching. Now that the TV is in your pocket, you have a conversation with the kids about what’s going on.
Alison: Oh, I never thought about it like this. My second class, she was the kind of kid who made the stairs rejoice and kept playing ball on the headlights. This morning, she just wanted to lie in bed and play games on her iPad. I didn’t tell her more screen time, but I think she managed to feel the mood. How do you manage the use of technology with your son?
Matthew: We took a neutral approach to the screen. We have no restrictions unless he lie down while removing his iPad. We bought him five iPads instead of the past. It’s not because we’re technophobia in any way, he just doesn’t care. We were three years old Disney teenagers. No interest. Until he was eight years old, he didn’t want to sit down on the movie.
But he can always be attracted in his room. I can enter his room at any time of the day, his iPad-a will be on the floor and he wants to draw or do paperwork. One of his favorite YouTube channels is called “Kids Hub Art.” This is really a game. Utah and his kids have an art teacher who painted the photos and you’ll watch and follow. They don’t talk about it often on screen time. Always like “a great zombies staring at the screen”.
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For my art hub, just like watching a cooking show. Do this, press rest, draw things – this way. What should I say when he takes a screenshot on his iPad? He takes screenshots and pictures, imports them into iMovie, edits them, imports sounds and uploads them to his YouTube channel. Isn’t that what you want someone to do? It’s like project-based learning. I think there are many negative unintended consequences when we erect at the screening.
Alison: Yes, because if you set the limit to one direction, that will make them want more, especially when they are deprived.
Matthew: At the end. Correct. The other is Geoguesser, a game I played when I was teaching social research. It actually allows you to find your place in one place on Google Maps. But it’s interesting that I’ve played geography products on video game streaming on Twitch and YouTube, so my son is more interested in it. He asked me to put it on his iPad and I did it. You have to use clues in the context. So he looked at the plants, tried to read the license plate, and then looked at the signs around him. He then has to guess on the map and score based on his distance. It builds his geography knowledge. Should I ask him not to do that? Put down the screen and you hit the two-hour limit. Stop learning!
Matthew: If you talk to your kids about games, you can realize that you have something in common. Maybe your kids will play with you and you are talking about it. Maybe you put Minecraft on your phone and join their world, and you can visit their work. I think this is