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Friday, November 11

  1. page Simulation Civilization edited By: Thomas Alexander and Marc Flores Materials PC, Computer Civilization V or any Civilization…
    By: Thomas Alexander and Marc Flores
    Materials
    PC, Computer
    Civilization V or any Civilization game from the Sid Meier series
    Or any other simulation board/video game
    Instructions.
    The Sid Meier Civilization games have long been a staple of the simulation video game genre. For this activity, in particular, the video game Civilization V will act as the standard. It is important to note however that any Sid Meier game will do. In fact, many of the benefits from the Civilization game are directly applicable to other simulation games like Settlers of Catan (Thomas, 2006). Civilization V is a game where players are allowed to take the role of a historical figure, or in some cases a completely new character. The purpose of this geek activity is to introduce the client to a simulation game where their decisions play a direct role in the success or downfall of their civilization.
    The difference between Civilization V and other simulators like the Sims is that the player in the Civilization games is usually in control of their own country and people, therefore having more responsibility. In the past studies have shown that playing simulation games like civilization V has helped improve learning in teenagers and other young adults (Moshirnia & Israel, 2010). The same study theorized that through a simulation game, players were allowed to truly try new things out, without having any real consequences. Any mistakes or failures were virtual and ultimately did not have any lasting effect on the player. Another study has found that the complexity and gaming system of simulation games, allowed players to think critically and rationally to make the best decision (Patton, 2012). This is directly applicable to therapy in that the video game can be used as a tool to introduce teaching and learning.
    To use Civilization V in geek therapy, you’ll need a computer and a version of Sid Meier’s civilization game.
    Target Population
    Individuals ages 15 – 35
    Expected Results and Troubleshooting:
    Clients will have the experience of practicing social skills and frustration tolerance. The game inherently confronts the player with a need to work with others diplomatically, and at times make the decision to retaliate militarily when attacked or challenged. The therapist then has the opportunity to procedurally consider consequences to the client's actions, and help practice patience in decision making. Problems may occur if the client has a low frustration tolerance or is unable to use foresight and strategy in making decisions. All the more reason for the therapist to work through these issues during gameplay as an allegory for real like conflicts or challenges.
    Related Works:
    Moshirnia, A., & Israel, M. (2010). The educational efficacy of distinct information delivery systems in modified video games. Journal of Interactive Learning Research, 21(3), 383-405. Retrieved from https://tcsedsystem.idm.oclc.org/login?url=http://search.proquest.com.tcsedsystem.idm.oclc.org/docview/787017033?accountid=34120
    Patton, R. M. (2012). Games as artistic medium: Interfacing complexity theory in game-based art pedagogy Available from PsycINFO. (1081624245; 2012-99151-100). Retrieved from https://tcsedsystem.idm.oclc.org/login?url=http://search.proquest.com.tcsedsystem.idm.oclc.org/docview/1081624245?accountid=34120
    Sharritt, M. J., & Suthers, D. D. (2013). Levels of failure and learning in games. In R. E. Ferdig (Ed.), Design, utilization, and analysis of simulations and game-based educational worlds. (pp. 262-278) Information Science Reference/IGI Global, Hershey, PA. doi:http://dx.doi.org.tcsedsystem.idm.oclc.org/10.4018/978-1-4666-4018-4.ch016
    Thomas, S. (2006). Pervasive learning games: Explorations of hybrid educational gamescapes. Simulation & Gaming, 37(1), 41-55. Retrieved from https://tcsedsystem.idm.oclc.org/login?url=http://search.proquest.com.tcsedsystem.idm.oclc.org/docview/621153947?accountid=34120

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    11:04 pm

Wednesday, November 9

  1. page Can you read my mind? edited ... The therapist is recommended to offer discussion of the experiences felt both during and after…
    ...
    The therapist is recommended to offer discussion of the experiences felt both during and after the play, as this may promote exploration of one’s role, strengths, and weakness within the game play. The play is suggested to highlight and validate these individual differences, in hopes it may facilitate a safe space for a client to process various experiences found within game play, such as a spectrum of frustration and/or sense of confidence within a collaborative setting.
    If a client appears to experience difficulty managing frustration in moving forward within the game, the therapist may engage more fully with the way in which the client is experiencing the game. The therapist may offer validation to support their current understanding as well as offer examples and/or explanations to assist the client towards utilizing personal strengths and collaboration with other clients to achieve their goals.
    Reference:
    Peppler, Kylie, Joshua A. Danish, and David Phelps. "Collaborative gaming: Teaching children about complex systems and collective behavior." Simulation & Gaming (2013): 1046878113501462.
    Swank, J. M. (2008). The use of games: A therapeutic tool with children and families. International Journal of Play Therapy, 17(2), 154.
    (view changes)
    8:39 pm

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