Videogame Module
Objectives
At the end of the course, students will acquire:
- Knowledge of the most recent theories regarding the functions of play from an evolutionary perspective.
- Basic knowledge of the role of physiological arousal and emotions in cognitive functions.
- Knowledge of the possible short-term effects of using video games in therapy.
- Knowledge of the possible short-term effects of using video games in rehabilitation.
Programme
The course will first address the issue of framing “play” behavior in animals from an evolutionary perspective. Connections between play skills and other human cognitive functions will then be defined, along with their didactic implications. After considering the role of emotions in play, the literature on the potential uses of video games in various clinical and rehabilitative contexts will be analyzed, with reference to both short- and long-term effects. The ways in which video games can be used in therapy—particularly for post-traumatic stress disorder and anxiety disorders—and in the rehabilitation of learning and motor coordination disorders will be described.
List of program topics:
- Definition of play from an ethological perspective.
- Play skills and cognitive skills in children.
- Play and cognitive functions: the role of arousal and emotions.
- Video games in clinical practice: the example of Tetris and post-traumatic stress disorder.
- Video games in rehabilitation: long-term effects of video game use in the presence of learning and motor coordination disorders.
Exam
Assessment will focus on the ability demonstrated during classes to engage with the topics, provide examples, and construct possible intervention scenarios using the tools discussed.
Bibliography
- Franceschini, S., Bertoni, S., Lulli, M., Pievani, T., & Facoetti, A. (2022). Short-Term Effects of Video-Games on Cognitive Enhancement: The Role of Positive Emotions. Journal of Cognitive Enhancement, 1-18.
- Puccio, G., Gazzi, G., Bertoni, S., Franceschini, S., Mancarella, M., Gori, S., … & Facoetti, A. (2024). Action video games training in children with developmental dyslexia: A meta-analysis. International Journal of Human–Computer Interaction, 40(22), 6829-6844.
- Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current biology, 23(6), 462-466.
- Graham, K. L., & Burghardt, G. M. (2010). Current perspectives on the biological study of play: Signs of progress. The Quarterly Review of Biology, 85(4), 393–418.
- Holmes, E. A., James, E. L., Kilford, E. J., & Deeprose, C. (2010). Key steps in developing a cognitive vaccine against traumatic flashbacks: Visuospatial Tetris versus verbal Pub Quiz. PloS one, 5(11), e13706.
- Kozhevnikov, M., Li, Y., Wong, S., Obana, T., & Amihai, I. (2018). Do enhanced states exist? Boosting cognitive capacities through an action video-game. Cognition, 173, 93-105.
Virtual Reality Module
Objectives
By the end of the course, students will have acquired knowledge of the main applications of virtual reality in clinical psychology, as well as the tools for assessing emotional responses to virtual reality exposure. They will also gain basic technical skills for creating immersive environments.
Programme
In the units related to the Psychology of Virtual Reality, the tool will be introduced through its historical origins and its technical and theoretical aspects. Applications of virtual reality in clinical psychology will be analyzed, followed by a focus on designing activities that involve the use of virtual reality.
Exam
The exam will consist of a presentation of a project involving the use of virtual reality within the field of psychology (50%) and a written exam (50%).
Evaluation Criteria:
- Originality of the project
- Adequacy of the theoretical foundations
- Quality of the presentation
Bibliography
- Emmelkamp, P. M., & Meyerbröker, K. (2021). Virtual reality therapy in mental health. Annual Review of Clinical Psychology, 17, 495-519.
- Freeman, D., Reeve, S., Robinson, A., Ehlers, A., Clark, D., Spanlang, B., & Slater, M. (2017). Virtual reality in the assessment, understanding, and treatment of mental health disorders. Psychological medicine, 47(14), 2393-2400.
- Maples-Keller, J. L., Bunnell, B. E., Kim, S. J., & Rothbaum, B. O. (2017). The use of virtual reality technology in the treatment of anxiety and other psychiatric disorders. Harvard review of psychiatry, 25(3), 103.