Biography

Panelist 1: Daphne Bavelier is a Biology graduate of the Ecole Normale Superieure, Paris, France. In 1992 she received a PhD in Brain and Cognitive Sciences from MIT and then completed her training in human brain plasticity at the Salk Institute. She joined the Neurology faculty at Georgetown University and then moved to the Department of Brain and Cognitive Sciences at the University of Rochester. She is now a Professor Ordinaire in Psychology at the University of Geneva, Switzerland, as well as a Research Professor at the University of Rochester. She is a world-renowned expert on brain plasticity and learning, with a particular focus on how new media such as video game play may be leveraged for cognitive enhancements.

Panelist 2: Jan L. Plass, Ph.D., Paulette Goddard Professor of Digital Media and Learning Sciences in the Steinhardt School of Culture, Education, and Human Development at New York University, co-directs the Games for Learning Institute. He is the founding director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education, and directs the programs in Educational Communication and Technology at NYU MAGNET. Dr. Plass’ research is at the intersection of cognitive science, learning sciences, and design, and seeks to enhance the effectiveness of interactive visual environments for learning. His current focus is on cognitive and emotional design patterns for simulations and games for math and science education and cognitive skills development.

1-155 - Digital Games, Learning and the Brain: Is Playing Video Games a Waste of Time?

Session Type: Invited Views by Two

Integrative Statement

View 1: From chatting on the internet to playing video games, technology has invaded all aspects of our lives. For better or for worse, it is changing who we are. But can we harness technology to effect changes for the better? In the midst of reported negative effects, recent studies show that this might indeed be the case. In a surprising twist, an often-decried activity such as playing action video games enhances various sensory, attentional and cognitive skills. A training regimen whose benefits are so broad is unprecedented and provides a unique opportunity to identify factors that underlie generalization of learning and principles of brain plasticity. Practical applications from education to rehabilitation will be discussed.

View 2: Digital Games are pervasive, constantly evolving in their complexity and features, and heralded by many as agents for education reform. Arguably, digital games are also among the least understood genres of educational materials. I will first provide a brief summary of the case of using games for learning and will then propose a new design model of playful learning. I will then review empirical research studies my colleagues and I conducted over the past 15 years that investigated a variety of cognitive, social, and emotional design patterns to make games and game-like environments effective learning tools.

Sub Unit

• SRCD Biennial Meeting

Moderator

• Rachel F Barr, Georgetown University

Panelists

• Daphne Bavelier, University of Geneva

• Jan L Plass, New York University