Category: Unit 1

As I look deeper into the development of tabletop game designs aimed at enhancing social skills for gamers, I’ve been looking at a lot of existing games for inspiration and context. Surprisingly, I discovered a vast array of games designed specifically to improve social skills, many of which targets predominantly to the younger underage audiences. Coming across this was both enlightening and daunting.

The more I looked, the more I realized how crowded this field already is. Many games are already out there, offering everything from simple card interactions to complex role-playing scenarios, some even requiring professional therapists to facilitate like the D&D therapy sessions. This saturation made me question the uniqueness of my initial intervention idea – to create a game that blends role-playing elements of games with therapeutic elements for gamers who struggle socially offline.

Despite the crowded landscape, my passion for helping this specific community, gamers who find online interactions more comfortable than offline ones, remains the same. However, I acknowledge that creating another game from scratch might not be the most effective approach.

Reflecting on this, I’m considering a shift in my approach. Instead of building a new game, why not leverage the plethora of existing games? Many of these games, though already well-designed for therapeutic purposes, might not be reaching or resonate with the audience I want to help. My new vision involves making a guidebook, curating a collection of these games, each selected for its potential to develop specific social skills, but still fun enough to also grab the attention of my target audience.

Imagine a guidebook that not only lists games but also explains how each can be used therapeutically, and also categorize what type of social skills each game will help build. This resource could be helpful for individuals or even organizations like Game Therapy UK, which already utilizes trained professionals and tabletop gaming as a form of social therapy. If I could partner with such organizations, I could gain insights into practical application of these games in therapeutic settings and refine the guide to ensure that it truly benefits gamers.

Moreover, I’m also thinking of including a marketing approach to help elevate the guidebook and this practice of using games as a form of social skills training, increasing visibility and impact, encouraging more widespread adoption and helping it reach those who could benefit most. This potential pivot from creating to curating doesn’t diminish the project’s value; rather, I think it enhances the feasibility and potential impact.

The road ahead looks clear: research, connect with experts, and start compiling a guide that could make a real difference. But I need someone to check my ideas first, not sure if I’m on the right path or no.

EDIT 5/13/2024 4:56PM

After the tutorial today and the incubator session, I was able to share my intervention with a few tutors and students, I’ve also talked to them about the challenges I’m currently facing (create or curate?), and why I have the urge to change track. A lot of the people I spoke to today thinks that I should stick to my guns, the target audience I am going to address is very different and unique. I will seek more feedback in the next few days.

EDIT 5/15/2021 11:52PM

Went to see Richard during office hours today to seek feedback regarding my current predicament, it was quite enlightening. I want to approach the problem of supporting gamers with low self-esteem, guiding them to more accessible help, and I proposed two different ways to approach: a specially designed game or a zine helpbook. I was thinking in the line of committing to one and only doing one approach, but Richard pointed out to me that why not test both? It’s quite complementary to each other. Just like that, it’s like that mental block in my head is removed. In hindsight, it was quite obvious that I was being way too solution-focused, even having a solution directly embedded into my “how can” question. With this new insight, my new refined question, without being too solution-focused, is “How Can Young Gamers with Low Self-Esteem be Supported in Improving Their Self-Assurance?” This way, I can try different approaches and adjust as needed.

I tested my early barebones prototype of a card game today! When I first started to conceptualize this game last weekend, I thought that my extensive experience in both online and tabletop gaming would making the design process a breeze. Well, it turns about that crafting game mechanics is more challenging than I anticipated. After some intense brain-squeezing sessions, I pieced together a concept for a social deduction game I’m calling “Spycraft.” Here’s an overview of this barebones very early iteration of what I’m working on:

Game Components:

Role Cards: Each player randomly selects a role card that defines their character for the game. Example roles could include: Spy, Diplomat, Hacker, Journalist.
Character Traits: Alongside the role, each player is assigned traits that suggest specific behaviors or styles of communication they should exhibit, like “charismatic”, “suspicious”, or “secretive.”
Conversation Cues: Prompts that help start interactions, such as “What brought you here tonight?” or “I heard you have information on the upcoming tech launch.

Basic Rules:

Setup: Each player draws one role card which comes with traits at the start
Gameplay: The game revolves around players asking questions or making statements based on their roles and traits, trying to guess the opponent’s role while masking their own.
Point System: Points are lost for breaking character or making incorrect role guesses.
Ending the Game: It concludes when a player successfully identifies the other’s role or when a player’s role is revealed after losing three points.

Role Cards:

Spy: Traits include Observant and Persuasive
Hacker: Traits include Paranoid and Resourceful
Diplomat: Traits include Charismatic and Elegant
Journalist: Traits include Inquisitive and Persistent

Conversation Cues:

1. What do you do in your free time?
2. Have you ever been in a situation where you had to think on your feet?
3. What gadget or technology do you find most indispensable on your missions?
4. Ever had a cover nearly blown? How did you handle it?
5. What’s your strategy for blending into a new environment?
6. Is there a particular location where you always wanted to go undercover?
7. How do you unwind after a high-stakes operation?

The game was designed to immerse players in their roles and to practice conversation skills in a fun, engaging setting. For a first test of the game mechanics and effects, I created a very simple barebones prototype using cardboard and markers.

I tested this early version with a subject who is an avid tabletop gamer, and is also someone who struggles with public speaking. We played for about 40 minutes, tweaking as we went. Here’s some of the feedback I received:

Before the Game:

Question: Do you play online games? Do you have online friend groups that you play with?
Answer: I do a lot of mobile gaming and yes, I do play with friends online frequently.

Question: Do you feel socially anxious in the offline world as opposed to the online world?
Answer: Compared to online? A little bit, but it doesn’t really affect me too much besides doing public presentations.”

After the Game:

Question: Do you think the game has helped you in any way to help make you feel more socially confident?
Answer: The game feels very unfinished and the game flow is too fast. I’m just starting to get immersed into my character and the game abruptly ends. I played too little to tell you, I can’t really give you an answer.

Question: Do you think the game was fun or engaging?
Answer: Playing the game was fun and refreshing, trying to be subtle with my character and even trying to misdirect you to make you think I’m another character, while still staying true to my real role really had me thinking about how I should act and how I can act to trick people. But again, the game feels unfinished and is too fast.

Feedback on Mechanics

Question: Do you have any feedback about the game mechanics?
Answer: It was very hard to roleplay characters I am not familiar with, I have to roleplay it but also still be subtle about it to keep you from guessing who I am, it feels a little be contradictory.

Question: Was there anything you find disturbing about the game?
Answer: One thing about the rules where the gamemaster deducts points from the players when they don’t act accordingly to their roles sounds a bit problematic. You have to either really define the game rules and define what is acting accordingly and what is not, or else the gamemaster could get really biased and the game wouldn’t be fun or immersive for anybody. Also, when a GM tells you you’re doing badly it could be discouraging.”

These are great feedback. It’s clear that I need to refine the game, particularly around incentivizing role-playing rather than penalizing players for breaking character. My next steps include tweaking some rules to enhance gameplay consulting with more experienced designers in the industry to perfect the mechanics.

Today, I got the chance to present my project in a supergroup tutorial, this is a nice change that allowed me to learn about the work of my peers who I hadn’t had the opportunity to hear from before.

As stated in my previous entry, my project has taken a new direction, one that feels more personal and true to my own experiences. I introduced my question to the supergroup: “How can social confidence be improved in underconfident-individuals through non-clinical, engaging methods?” I spoke about the potential of gamification in social skill development, backed by several recent studies published between 2022 and 2024. However, these papers, such as the one by Bean (2023), pointed out that while role-playing games (RPGs) offer a therapeutic framework, their effectiveness relies on a therapist to design specific in-game scenarios. Here, I see an opportunity: what if I could develop a game that provides the means for social skills practice without needing clinical (therapist) involvement? This could fill the gap between potential and practice, making it more accessible for individuals to engage with and benefit from.

Today’s tutorial feedback pointed out the broadness of the term “underconfident-individuals” within my question. Upon hearing this, I immediately thought about narrowing down the target group to “online gamers.” Fortunately, I quickly caught myself leaning towards a stereotype. Despite being a gamer myself, I still catch myself making these kinds of assumptions at times, my brain wasn’t braining properly at that moment. Research from my previous pop-up intervention project indicates that the common stereotype of gamers as young, male, and socially inept is increasingly outdated (Wellings 2010). I realized it’s important to specify my target audience to avoid broad generalizations and not to inadvertently reinforce stereotypes associated with gamers. Not all gamers fit the shy, introverted profile, and my project should not lazily fall into this misconception. Instead, I’m going to hone in on gamers who, like some friends I know, are shy or less confident in offline social interactions.

A classmate who also identifies as a gamer approached me during the break, expressing interest in this project due to his/her own struggles with speaking confidently in a formal public setting. I think I may have found my first stakeholder!? It’s encouraging to know that there are people who can directly relate to the project’s goals. I will definitely be having more conversations with this classmate as I flesh out my initial idea and refine my question.

References

Bean, A. and Connell, M., 2023. The Rise of the Use of TTRPGs and RPGs in Therapeutic Endeavors. Journal of Psychology and Psychotherapy Research, [e-journal] 10, pp.1-12.

Wellings, E.H., 2010. The Negative Stereotypes of Online Gamers and Their Communication Consequences.

Today, after a one-on-on tutorial session with Jasminka, I’ve decided to pivot my project towards a topic that resonates more deeply with my – leveraging gaming elements for character building, identity exploration, and aiding those with social anxieties, like myself during my younger years. My experiences with video games, particularly with “The Sims,” where I crafted a socially charming character, showed me the potential of games to serve as a rehearsal space for real-life interactions. This helped me with my insecurities and social anxieties subtly, giving me a sandbox for social exploration.

During the discussion, I shared insights from a study on table-top roleplaying games, specifically “Dungeons and Dragons,” which highlighted the social benefits of engaging deeply with character roles. Jasminka appreciated the relevance of this study but also prompted me to consider how my project might differentiate from existing roleplaying therapies, which are typically at a professional therapeutic level. I think maybe something that is specifically focused on character development and identity exploration for those not in need to clinical intervention? Something that can offer a sandbox environment for social rehearsals? A low-stakes environment for individuals to experiment with their identities and social strategies? These are just my raw thoughts, I’m still early in and I need to refine this idea more, and I need to dive deeper into research.

Introduction

My journey into this project began with a question that seemed simple but was laden with complexities: Can video games be more than an entertainment? This question guided me through my project, “The Therapeutic Potential of Video Games for Neurodivergent Individuals,” where I explored the potential of video games’ potential as therapeutic tools, especially for those who see the world differently – the neurodivergent individuals.

The seed for this project was sown during the previous pop-up intervention showcase I did, titled “Video Games and Violence,” where I aimed to challenge the pervasive myth linking video games with aggressive behavior. I’ve received feedback that broadened my views. There is so much more I can do than just disproving a myth, what if I could uncover the untold positive impacts of gaming? This was a pivotal moment in my process, pushing me towards a more impactful inquiry: How can video games serve as a bridge to understanding, empathy, and healing?

Driven by a blend of curiosity and a desire to contribute to a more inclusive conversation around video games, I started on this project. It was an opportunity to dive deep into the therapeutic possibilities hidden within the pixels and narratives of video games, it’s an opportunity for me to shine a light on their capacity to foster connections, enhance cognitive functions, and offer a comforting refuge for neurodivergent minds. My aim is to not only add a new layer to the discourse on video games but also to challenge stereotypes, encouraging a shift in perspective.

Background Research

My understanding on video games’ role beyond mere entertainment began with a piece by Colder Carras et al. (2020). Their research, suggesting that off-the-shelf video games’ potential in preventive and therapeutic medicine, served as an anchor for my inquiry. It wasn’t just the games themselves but the possibility they represented: a bridge to therapeutic landscapes ini digital gaming spaces.The narrative unfolded further with Meinen’s contributions (2021, 2023), offering a lens to view video games as empathetic tools that allow players to inhabit the experiences of neurodivergent individuals. These insights provided a glimpse into how games could facilitate a deeper understanding and empathy by simulating neurodivergent experiences from a first-person perspective. Meinen’s work highlighted the shift from passive observation to active engagement with neurodiversity, inviting a participatory form of understanding that goes beyond just watching from the outside.

Building on this foundation, the practical application of video games in therapeutic contexts is vividly described by Franco (2016), who provided a compelling case study of video game based group therapy. Franco detailed how “a group of researchers conducted weekly 1-hour video game based group therapy sessions over six months, finding that this approach significantly improved self-awareness, social skills, and behaviors in individuals with traumatic bran injuries (TBI).” This example highlights the tangible benefits that video games can offer in therapeutic settings, bridging the gap between theoretical potential and real-world application.

The concept of ‘serious games’ introduced by Vacca et al. (2023) expanded the therapeutic toolbox available for addressing neurodevelopmental disorders. Their findings revealed how these games, designed with specific educational, training, or health improvement goals, have been effectively employed to support children with various cognitive disabilities. This revelation showcased video games’ capacity to cater to a broad spectrum of therapeutic needs.

The academic journal by Griffiths et al. (2012) sparked considerable interest for my research. Their comprehensive exploration into video games’ therapeutic applications really added to my understanding of how these digital platforms could extend far beyond entertainment. Griffiths and his colleagues highlighted the vast applications of video games in therapy, from cognitive rehabilitation and social skills development to addressing specific psychological challenges like anxiety and attention deficit disorders. One important quote, “Video games have been used as a form of physiotherapy, occupational therapy, and cognitive rehabilitation, demonstrating considerable success when designed to address a specific problem or to teach a certain skill,” showcased the broad scope of video games in therapeutic contexts.This was not just about the therapeutic potential of video games but about their demonstrated success across diverse patient populations – from children with health conditions to the elderly – showing the versatility of video games as therapeutic instruments.

What truly excited me about this literature review was the realization that this field is still in its infancy. The recent contributions like those from Colder Carras et al. (2020) and Meinen (2021, 2023) highlights just how fresh a lot of these findings are. This realization really showed the vast potential that lies ahead in this field.

Stakeholder Engagement

One of the most significant part of my research was my interview with Alex Roland, the founder of the Association for Neurodiversity in Video Games (ANVG). This conversation was invaluable, offering deep insights into the current landscape of utilizing video games as therapeutic tools and the potential for future developments.Before reaching out to Alex, I ensured to establish informed consent, detailing the project and the interview’s scope, purpose, and how his insights could contribute to the broader narrative of my research. This step was about respecting Alex’s autonomy and creating a space founded in mutual respect and understanding.

Alex’s journey into advocating for neurodiversity in gaming was sparked by a mission in “Red Dead Redemption 2.” He shared how the game’s default to violence in a scenario involving a neurodivergent character didn’t sit right with him. This moment wasn’t just about the game, it highlighted a broader issue: the gaming industry’s missed opportunities for empathy and inclusivity through more thoughtful narratives. Our conversation got real when Alex opened up about the hurdles he faces in pushing for more inclusivity in video games. It’s not just about having good ideas; getting the industry to listen and act on feedback related to neurodiversity is a whole other battle. His experience painted a picture of an industry that is stuck in its ways, not fully open to embracing inclusivity beyond tokenistic gestures.

One of the most eye-opening parts of our talk was hearing about the unexpected skills and strengths that come out when neurodivergent individuals engage with video games. It’s not just about playing; it’s about the social connections, strategic thinking, and teamwork that games can encourage. This was a refreshing counter to the usual gaming stereotypes, suggesting a potential for games as tools for learning and therapy. Alex doesn’t just see video games as entertainment; he believes in their power to make real differences in mental health, education, and helping people connect. This expanded my thinking about the topic. It’s clear that if games are designed with neurodiversity in mind, they could really shake up therapeutic practices.

Narrative and Impact

The narrative I aim to unfold in my pitch is clear: video games possess untapped potential as therapeutic tools for neurodivergent individuals. This wasn’t just a hypothesis formed solely based on academic papers, it was shaped by real stories, challenges, and insights, particularly those shared by Alex from the Association for Neurodiversity in Video Games (ANVG).

The core of my presentation was not just to highlight the intersection of video games and neurodiversity but to tell a story of possibility. Alex’s journey highlighted the positive impact video games can bring to the table and the need for the gaming industry to be more thoughtful in how it portrays neurodivergence. His experience adds a compelling layer to the narrative, demonstrating how games could cultivate empathy and understanding in the public eye. Moreover, it showcased how neurodiverse individuals could develop valuable, transferable life skills, such as social connection, teamwork, and strategic planning.

The impact I hope to achieve is twofold. First, to reveal the potential benefits of video games for neurodivergent individuals – from enhancing social skills to offering new educational pathways. Second, to challenge and reshape the prevailing narrative surrounding video games within both society and the gaming industry. The industry’s tokenistic approach to neurodiversity, contrasted with the untapped skills and abilities that gaming can unlock in neurodivergent individuals, provides concrete examples of the current shortcomings and possible future benefits.

References

Colder Carras, M., et al., (2020). ‘Commercial Video Games As Therapy: A New Research Agenda to Unlock the Potential of a Global Pastime’. Frontiers in Psychiatry, 8(300).

Franco, G.E., (2016). ‘Video Games and Therapy: A Narrative Review of Recent Publication and Application to Treatment’. Frontiers in Psychology, 7:1085. DOI: 10.3389/fpsyg.2016.01085

Griffiths, M.D.,et al., (2012). ‘Video Games as Therapy: A Review of the Medical and Psychological Literature’. In: Cruz-Cunha, M.M., Miranda, I.M., and Gonçalves, P., eds., Handbook of Research on ICTs for Healthcare and Social Services: Developments and Applications, IGI Global, pp.43-68.

Meinen, L., (2021). ‘Experiences of Neurodivergent People When Playing an Educational Video Game About Their Own Diagnosis’. Journal of Autism and Developmental Disorders.

Meinen, L., (2023). ‘Share the Experience, Don’t Take it: Toward Attunement With Neurodiversity in Video Games’. Games and Culture, 18(2). DOI:10.1177/15554120221149538.

Vacca, R.A., et al., (2023). ‘Serious Games in the New Era of Digital-Health Interventions: A Narrative Review of Their Therapeutic Applications to Manage Neurobehavior in Neurodevelopmental Disorders’. Neuroscience and Biobehavioral Reviews.

As part of the EPP project, I reached out to the Association for Neurodiversity in Video Games (ANVG), an organization based in the UK, which focuses on helping gaming companies embrace neurodiversity in video game development and content. In addition, ANVG also actively utilizes video games as a means to engage directly with neurodivergent individuals. Their approach not only aims to transform cultural perceptions on video games but also leverages the unique attributes of video games as therapeutic tools to engage with neurodivergent individuals. This direct application of video games for neurodivergent engagement resonates with the core of my research, exploring the benefits of gaming beyond its entertainment value. Securing an interview with Alex Roland, the founder of ANVG, offered an invaluable opportunity to dive deeper into these practices.

How a Gaming Experience Sparked the Founding of ANVG

Alex’s experience with a game Red Dead Redemption 2 is what really got him started on this path. The game, celebrated for its vivid portrayal of the American Wild West and the complex narratives surrounding the story and its characters, inadvertently presented a troubling moment for Alex. In a particular mission, he was tasked with recapturing escapees from a traveling circus, one of whom is portrayed with characteristics suggesting neurodivergence. The game’s approach, which forces players to resort to using violence as a means to resolve this encounter, struck Alex as a huge oversight. The default to violence in this context not only reinforces negative stereotypes but also missed an opportunity to foster empathy and understanding among players. It reflects a broader need for developers to engage more thoughtfully with experiences and narratives like this. A more thoughtful approach could have offered players an alternative, non-violent resolution to the encounter, such as through dialogue or peaceful interaction, or even helping the neurodivergent escapee runaway. Many contemporary games already present options for conflict resolution beyond violence, so this is not something new to the industry. To Alex, this is a missed opportunity for promoting understanding and empathy within the gaming experience.

Navigating Challenges and Misconceptions

One of the most enlightening parts of my conversation with Alex was his candid discussion on the significant challenges faced in getting the gaming industry to listen and incorporate feedback related to neurodiversity. Despite the potential of video games to serve as therapeutic tools, a lot of the industry’s approach towards neurodiversity is very tokenistic. Alex outlined how even the simplest tasks of advocating for more inclusive practices can fall on deaf ears.

Uncovering Hidden Skills

I found Alex’s recounting of the surprising skills and competencies that neurodivergent individuals demonstrate in gaming sessions led by support workers quite interesting. It wasn’t just about the gaming prowess they exhibited but the underlying skills like strategic planning, teamwork, and situational analysis that the games brought out of these individuals. The idea that games could be a medium through which neurodivergent individuals not only engage socially but also develop and showcase valuable life skills is a compelling narrative that challenges prevailing stereotypes about gaming. This has shown that video games has the potential of becoming tools for engagement, education, and therapeutic support for neurodivergent individuals.

The Transformative Potential of Gaming

Alex’s vision for video games as vehicles for therapeutic intervention, particularly in mental health, education, and socialization, expanded my views on this topic. This insight into the potential of video games to serve broader societal functions beyond entertainment offers a new dimension to my project. It propels my investigation towards exploring how games can be deliberately designed or selected to support neurodivergent individuals, potentially revolutionizing therapeutic practices and interventions.

Full Meeting Notes

https://docs.google.com/document/d/1Mx-My1U5ANCdLKva0sFV2bErwLTRMiXbqS2JOK0RagU/edit?usp=sharing

Feedback from my ‘Video Games and Violence’ popup showcase highlighted the need to broaden my project’s scope. While initially focused on dispelling the misconception that video games incite violence, probing questions about societal benefits and potential for an impactful change made me reconsider. These feedbacks led me to explore the therapeutic uses of video games. This new direction promises greater impact by supporting neurodivergent individuals, while also challenging longstanding prejudices by showcasing the constructive potential of video games.

Video Games and Therapeutic Potentials

At the start of this research journey, I discovered an intersection between the joy of video games and the serious potential for therapeutic intervention for neurodivergent individuals. It was a study by Colder Carras et al. (2020) that helped ground me in my direction. “Emerging research suggests that commercial off-the-shelf video games have potential applications in preventive and therapeutic medicine.” This statement became the starting point, prompting me to look deeper into how video games could genuinely contribute to society besides being an entertainment.

From Theory to Tangible Experience

The literature illuminated the tangible impact video games could have on understanding and empathy. Meinen (2021) brought to life the excitement around simulation games, noting that they have the “theoretical potential to show not only what a psychiatric condition looks like from the outside but also what’s going on in someone’s mind.” This perspective on games opened up the idea that they could be more than entertainment, they could be a medium for understanding more complex experiences.

Prescription Video Game

The evolution of video games in therapeutic contexts marks a significant milestone in healthcare. Meinen (2023) captures this transformative moment: “In 2020 the FDA approved the first video game on prescription… some going as far as enthusiastically describing prescription video games as ‘the future of medicine’.” This approval shows a shift towards recognizing video games not just as entertainment, but as active participants in medical treatment, offering a promising platform for enhancing neurodivergent individuals’ engagement and understanding of their own experiences in a more immersive and interactive way.

Play for Social Engagement

Franco (2016) sheds light on the potential of video games for therapeutic purposes, significantly enhancing our understanding of their value. He notes, “A group of researchers conducted weekly 1 h video game-based group therapy once a week for 6 months. They found that video game integrative video game-based group therapy are a motivating and effective treatment approach to improving self-awareness, social skills, and behaviors in people with TBI.” This evidence challenges societal misconceptions and highlights video games as viable tools for rehabilitation, aligning with my goal to shift the narrative around video games towards a more positive and therapeutic perspective.

Expanding the Therapeutic Toolbox

Every piece of paper I’ve read here adds a new layer of understanding. I came across a paper discussing the effectiveness of serious games in therapy, a game category I have never heard of before. Unlike traditional video games designed primarily for entertainment, serious games have a primary focus on education, training, health improvement, or therapeutic support. They are crafted with the intention of solving problems, enhancing learning experiences, or aiding in therapy. Vacca et al. (2023) expanded upon this by suggesting that “SG-based [Serious Games] therapeutic interventions have been well accepted by children with cognitive disabilities such as ASD, ADHD, DS [Down Syndrome], and FXS [Fragile X Syndrome], showing to be effective in improving cognitive areas, social interaction, and motor skill function.” These findings adds to the narrative of video games as tools that can cater to a spectrum of therapeutic needs.

Integrating Gaming into Therapeutic Practices

Among the sources the informed my exploration was the review of practices by Griffiths et al. (2012), which catalogues the various ways video games have been utilized for therapeutic purposes. They highlight how video games have evolved beyond mere entertainment to become valuable tools in physiotherapy, occupational therapy, and cognitive rehabilitation. This insight not only validates the therapeutic benefits of video games but also showcases their versatility in addressing a wide range of health and psychological conditions. It lays a foundational perspective on video games as multifaceted therapeutic instruments, further motivating my exploration into gaming’s application for neurodivergent individuals.

A New Frontier (?)

Throughout this exploration, I’ve noticed a recurring theme: a lot of the research surrounding the use of video games in therapy are published very recently, pointing towards this being a relatively new field of study. This realization is exciting, it highlights the potential for impactful work in an area ripe for exploration. The recency of much of this research suggests that there’s much we don’t yet understand about the therapeutic possibilities of video games, especially for neurodivergent individuals. This gap presents a unique opportunity not only to contribute to a developing field but also to help in the process of exacting real societal impact.

References

Colder Carras, M., et al., (2020). ‘Commercial Video Games As Therapy: A New Research Agenda to Unlock the Potential of a Global Pastime’. Frontiers in Psychiatry, 8(300).

Franco, G.E., (2016). ‘Video Games and Therapy: A Narrative Review of Recent Publication and Application to Treatment’. Frontiers in Psychology, 7:1085. DOI: 10.3389/fpsyg.2016.01085.

Griffiths, M.D., Kuss, D.J., and Ortiz de Gortari, A.B., (2012). ‘Video Games as Therapy: A Review of the Medical and Psychological Literature’. In: Cruz-Cunha, M.M., Miranda, I.M., and Gonçalves, P., eds., Handbook of Research on ICTs for Healthcare and Social Services: Developments and Applications, IGI Global, pp.43-68.

Meinen, L., (2021). ‘Experiences of Neurodivergent People When Playing an Educational Video Game About Their Own Diagnosis’. Journal of Autism and Developmental Disorders.

Meinen, L., (2023). ‘Share the Experience, Don’t Take it: Toward Attunement With Neurodiversity in Video Games’. Games and Culture, 18(2). DOI:10.1177/15554120221149538.

Vacca, R.A., et al., (2023). ‘Serious Games in the New Era of Digital-Health Interventions: A Narrative Review of Their Therapeutic Applications to Manage Neurobehavior in Neurodevelopmental Disorders’. Neuroscience and Biobehavioral Reviews.

Background

Today, I want to share a reflection on a recent intervention project I presented, part of the Box of Uncertainties project. This project intersected at the crossroads of video game culture and the public perception of violence, which is a space filled with media-fueled stereotypes and personal anecdotes.

Video games have long been in the crossfire of debates on societal violence. Politicians often use it as a scapegoat of violence that is happening in their countries, and mainstream media helps to paint a dire picture, suggesting a direct correlation between in-game violence and real-world aggression. My project aimed to peel back these layers of assumption and prompt a more nuanced discourse. The central question that guided my exploration was: “How can I challenge the stereotype of violence in gaming and enhance the public’s perception of video games?“

The Intervention: A Digitally Distributed Poster

As a response, I created a poster that juxtaposes everyday objects with gaming peripherals, and symbols of violence often seen in game, in this case, weapons. Combined with the text on the poster, I hope to provoke people into reflecting on whether individuals close to them, people they know and care about who engage in violent video games, are indeed violent human beings as often portrayed, challenging them to reconsider their bias.

The poster was distributed through my own social media channels, followed by an invitation to fill a survey to capture reactions. The results were varied. A majority expressed a softened stance towards violence in video games, yet many remained unmoved in their previously held beliefs. I also just recognized a risk in this approach after gathering the responses. If a viewer does have a violent gamer in their life, the poster might reinforce negative stereotypes instead, and from my survey, out of all the participants who have gamers in their lives, 25% of these people identify these gamers as violent individuals. Based on my secondary research, I did not expect the percentage to be this high. This statistic is a stark reminder of the complexities of this topic.

The Path Forward

This project has been eye-opening, reflecting not just societal perceptions, but also the complexities of individual experiences. The path to challenging entrenched stereotypes is a winding one, and the results showed the necessity of properly thinking through my approach and making informed decisions instead of just jumping the gun.

As I continue on this journey, the experience gained here will undoubtedly inform future endeavors. The intersection of video games and violence is a microcosm of broader societal dynamics, and it deserves a balanced, thoughtful exploration – one that acknowledges the shades of gray in a conversation too often rendered in black and white.

Links

Survey Results and Presentation Deck: https://drive.google.com/file/d/1bZc3ST4qOjOwg33sH2-1-z0i6mcQnB3S/view?usp=sharing
Project Summary: https://docs.google.com/document/d/1MIiQgGlkd4z_oNcyJpMp5D4aiqqzEGFXY1kwk9HpaAE/edit?usp=sharing

Yesterday when I went for the tutorial session, I had gone with confidence to put a question across being well informed and ready to learn about the topic. Personally, the first perspective was self-informed because it was based on personal experiences and studies which I had come across. It is because it seemed that there was an apparent hesitancy among most video game players to be labelled with the term ‘gamer’ which carried with it a negative connotation like those found being socially awkward, unhealthy, and unattractive.

However, the tutorial discussions opened me the possible biases in my approach. Maybe I, too, have been too focused on views that go along with my own experiences failing to take into big picture account. This made me explore into more varied sources.

My investigation resulted in an interesting discovery that, throughout the years, the stereotype of a gamer has changed. A decade ago, gamers living in Great Britain and the United States were regarded negatively as they had the highest scores for such items as ‘unpopular’ and ‘socially incompetent’ (Miriyagalla, 2023, p.293). However, with mainstreaming, this negativity was significantly dampened, though there is a hangover of this negativity in particular towards gamers playing violent video games (Miriyagalla, 2023, p.293).

This led me to another important aspect – a relation between violent video games and real violence. Contradictory to popular belief, researches like those of Williams and Skoric (2005) on MMORPGs found no significant evidence of a relationship between violent gaming and real-life aggression. When all is said, players also revealed no possible increase in aggression and argumentative behavior after the stimuli was a violent game such as “Asheron’s Call” (p.217, 228).

Now I am now in a position to narrow down my area of focus from these revelations. It is not only the problem of general perception of gamers, but an issue that hovers over the heads of those who play violent video games. This leads me to reframe my research question as: “How we can effectively change the public perceptions to reduce the lingering negativity towards the gamers playing violent video games?”

As I move forward, I am becoming more aware of the need to conduct my research with an open mind and ensure that I delve into thorough, unbiased investigation.

*Edit (30 Jan, 2024)

Yesterday’s tutorial with Zuleika really pushed me to think – why do we have these stereotypes about gamers, and who set them in the first place? It’s curious how the media has shaped our view of gamers and how that’s changed over time. And it’s not just about how gamers were seen, but also about how they’ve come to see themselves. Also just wanted to add, when I was revisiting some articles today, I’ve got to read more about “The Proteus Effect” – it’s fascinating how our digital selves can influence who we are in the real world. I’m definitely going to dive into these two different ideas more. Who knows where it might lead?

References

Miriyagalla, U. P., Kashima, E. S. and Stukas, A. A. (2023) ‘Stereotype content of players of violent and non-violent games’, Asian Journal of Social Psychology, 26(3), pp. 287–298. DOI: 10.1111/ajsp.12558.

Williams, D., & Skoric, M. (2005). ‘Internet fantasy violence: A test of aggression in an
online game’, Communication Monographs, 72(2), 217–233.

After yesterday’s tutorial with Cecelia, I realized that there is an overarching theme in my objects, tying together my box of uncertainty. The interplay of identity and its ever changing nature. The realization of these interconnectedness has given me a new lens to view these experiences.

When I first started gaming, creating my avatars was more than just a part of the game; It was a window into exploring my own identity. Each character I craft, their styles and traits all varied at different stages of my life, as I evolve, so do my avatars. They are dynamic embodiments of our changing selves, each avatar I created mirrored my personality at their time of creation.

The move from Singapore to Taiwan was another important part in this narrative. My coin, symbolizing the transition, was about more than just a change in geographic location. It marked a significant transformation in my personal growth and journey. I was struggling to find a sense of belonging, as I continuously tried to adapt to fit in.

The show “Rick and Morty,” initially echoed my pessimistic outlook, however as I evolved and revisited it, I started to perceive it differently. The same lines that once resonated deeply with my pessimism began to align with a more positive perspective, it made my own personal growth and evolution over the years clear to me.

Looking at the topic on generative AIs, the tutorial yesterday kind of sparked another layer of understanding in this. With all the human data that these AI models feed on, I feel like it’s a reflection of human creativity and collective identity, a blend of multiple different individual inputs into a shared narrative.