”How does participation in the digital world influence children’s cognitive and social development?”“What skills, knowledge and capabilities do children need to manage, engage and benefit from participating in the digital world?”“How can family, educators and society effectively support children’s involvement in the digital world?”These are the three initial questions posed by the Woolf Fisher Research Centre at the University of Auckland. This study,&nbsp;<a href="https://developingindigitalworlds.blogs.auckland.ac.nz/">Developing in Digital Worlds</a>, began in July 2015 in order that parents, teachers and children would be offered the opportunity to understand developing engagement in the digital world. The concept was bolstered by the fact that “despite the promise of digital technologies, little research and development has occurred to determine the cognitive skills and the social skills children need.” This work looked into subject areas across English, maths, science and Māori contexts, informed by ‘new knowledge’ obtained from children aged 4-18. This study was the first of its kind. Focusing entirely on developing the link between teaching, engagement and game-based learning to promote educational outcomes, the research team began with three main objectives, detailed below:&nbsp;One, to understand the development and learning of ‘21st Century’ skills in children and adolescents;Two, to understand how we can prevent new digital environments opening up a second ‘digital divide’ between low socio-economic status or diverse cultural and linguistic communities, from more affluent ‘mainstream’ communities;And three, to understand how development of these skills differs between educational environments. The study surveys ‘early adopting’ clusters of schools, in which students are exposed to high-usage digital environments in and out-of-school, as well as ‘later adopting’ clusters whose students are at the initial stages of digital interaction. The Developing in Digital Worlds study also includes Māori medium Kura, in line with the Ministry of Business, Employment and Innovation’s Vision Mātauranga policy.Looking at accessibility“Educational professionals, networks, and parents/whānau'' will be offered long-term access to all of the digital resources and knowledge found throughout the study. This aims to create a digital knowledge exchange unbounded by socioeconomic borders and status. The study is focused on low socioeconomic communities, and intends to prevent a “digital divide”. Education trusts at partnering schools have contributed to the study through feedback sessions, partnerships and additional projects. This means that the scope of the study includes a true reflection of the diversity present in New Zealand with both Māori and Pasifika communities represented.&nbsp;But, what is the Digital Divide?The digital divide refers to the gap between demographics and regions that have access to modern information and communications technology and those that don’t.*Creating the gameFollowing their research, the team responsible used their findings to design and develop the educational game&nbsp;Astria: Countdown to Impact.&nbsp;The game “provides a collaborative game experience” to encourage players to expand their critical thinking and critical literacy, discovering important links to inclusive texts from the New Zealand Curriculum Te Marautanga O Aotearoa. The main focus of the game is to demonstrate the importance of ‘source, fact, bias’ framing, and offers teachers agency to create their own analysis of students’ critical reasoning and knowledge expansion. It also features automated assessment tools as well as real-time feedback reporting and critical literacy discourse options. Schools around the world are offered the option to login online and play the game, with widespread access creating borderless communication and a wider reach for digital knowledge exchange.What we can learn from this workWe can explore this study as a blueprint for understanding the important educational links between community and digital engagement. The focus on 21st-century skills with an added layer of respect to traditional texts and social involvement is particularly pertinent to our work at World of Us. We have also learned from how social and digital development can grow parallel, and that parents, teachers and families must be involved in every stage of the process to ensure a complete picture of the needs of children in this evolving landscape.&nbsp;*To learn more about the digital divide this resource from Investopedia breaks it down nicely <a href="https://www.investopedia.com/the-digital-divide-5116352 ">here</a>.&nbsp;

Dive into the first study in the world to develop the link between teaching, family engagement and game-based learning

Spotlight on Developing in Digital Worlds

In this dialogue, researchers Ula Przybylska and Sylvia Rybak delve deep into the complexities surrounding the term totem — a word often overused and loaded with cultural implications. Their exchange underscores the importance of understanding the profound cultural significance behind terms that have been appropriated and misinterpreted in popular discourse.*This dialogue represents the conversation surrounding the divide of Western and Indigenous language to further development of the Worlds of Us game with respect and consideration.—---------Ula: I recently delved into the digital initiative 'World of Us' and was intrigued by their initial concept of the 'Totem Space'. It was designed as an inclusive room where children could craft their own totems, symbolising their unique place in the virtual world. However, the term 'Totem' and its implications in such a context raised several questions for me.Sylvia: Historically, totem has been appropriated and used in a reductionist manner, particularly in Western thought. For instance, Freudian psychology employed it to describe what they termed as primitive cultures, thereby perpetuating a superficial ethnographical understanding. Such usage not only oversimplifies but also exoticises the profound cultural significance of the term.Ula: Indeed, and it's essential to trace back to the origins of such terms to grasp their depth. The term 'totem', for instance, is deeply rooted in the [Ojibwa](https://www.merriam-webster.com/dictionary/Ojibwa) language, associated with the [Algonquian](https://www.merriam-webster.com/dictionary/Algonquian) people around Lake Superior. It's rather disconcerting to observe how a term, which encapsulates such rich and varied traditions, has been condensed into a singular, often misinterpreted phrase in popular culture.Sylvia: Your observation reminds me of the popularised term spirit animal. While it has become a casual catchphrase in contemporary culture, its origins in Indigenous traditions are profound, sacred, and varied. The commodification of such terms, without a nuanced understanding of their cultural significance, is a classic manifestation of cultural appropriation. Similarly, totem poles, monumental creations of the First Nations of the Pacific Northwest, have been misinterpreted and misused in popular discourse.Ula: It's a poignant reflection of how language, when divorced from its cultural and historical context, can perpetuate stereotypes and erase the richness of its origins. The phrase lowest on the totem pole, for instance, is a glaring example. Contrary to popular belief, being carved low on a totem pole might be a position of honour in some First Nations communities.Sylvia: Precisely. And it extends beyond just terms. Words like savage, which now bear a positive or semi-positive connotation in modern parlance, have origins steeped in colonial derogation of Indigenous, Black, and other people of colour. Even tribe, a term now casually employed in pop culture, can be perceived as dismissive and disrespectful to Indigenous communities, given its historical misuse.Ula: It's heartening, though, to note that 'World of Us' chose to reflect upon and refrain from using the term totem. Their initiative to provide a glossary, urging users to approach such terms with sensitivity and awareness, is commendable. It underscores the importance of continuous learning and fostering a deeper understanding of the cultural significance of the language we use.Sylvia: Indeed. As scholars, it's imperative for us to illuminate these nuances, challenge prevailing narratives, and advocate for a more informed and respectful discourse.So, what have we learned? From this exchange alone the issue is clearly highlighted. There is an absence of understanding that allows people to acquire language without grasping the centuries of weight that it may carry. With this in mind, World of Us aspires to keep education at the forefront of its mission. The language we use should reflect cultural origins — and should not stray from its most authentic meaning for the sake of entertainment value.&nbsp; We are dedicated to learning beyond our own spaces to create a world founded off placing cultural awareness and respect at its heart.&nbsp;*For readers looking to find original indigenous sources for this conversation and delve deeper in the topic, please see the following links:&nbsp;<a href="https://www.merriam-webster.com/dictionary/Ojibwa">Merriam-Webster on Ojibwa</a><a href="https://www.merriam-webster.com/dictionary/Algonquian">Merriam-Webster on Algonquian</a><a href="https://www.cbc.ca/news/canada/ottawa/words-and-phrases-commonly-used-offensive-english-language-1.6252274">CBC on Offensive English Language Terms</a><a href="https://www.wellandgood.com/spirit-animal-native-american/">Well and Good on Spirit Animal</a>Critical Indigenous Theory Scholars:Linda Tuhiwai - <a href="https://www.bloomsbury.com/us/decolonizing-methodologies-9781786998125/">Decolonizing Methodologies: Research and Indigenous Peoples</a>Leanne Betasamosake Simpson - <a href="https://www.leannesimpson.ca/book/as-we-have-always-done">We Have Always Done&nbsp;</a>Zoe Todd - <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/johs.12124">An Indigenous Feminist's Take On The Ontological Turn: ‘Ontology’ Is Just Another Word For Colonialism</a>Aileen Moreton-Robinson - <a href="https://aiatsis.gov.au/publication/35686">Whitening Race: Essays in social and cultural criticism</a>&nbsp;

How do we challenge prevailing narratives and advocate for informed discourse?

Beyond the Surface: The Complexities of the Term 'Totem'

In an age of snowballing digital development and online presence overtaking real-world presence, the concept of empathy matters more than ever for young minds. So is it really possible that the virtual space could, in fact, serve as a tool to enhance and promote cultures of empathy for children and young people? The arguments both for and against the use of virtual spaces and technologies when working and communicating with children are many, so let's take a closer look at the theories behind them in order to better understand the digital future of empathy.“…the promise and peril of virtual reality as a tool to transport each of us into worlds beyond and lives unknown, conjuring feelings of fear and devastation along with those of excitement and hope…”The intangible concept of empathy is deeply connected to the ever-expanding virtual world. As cognitive scientist Dr. Lindsay Portnoy expressed in her 2017 article ‘The Neural Technology of Empathy’, &nbsp;humans are hardwired to replicate empathy when prompted due to our own neural makeup. With this in mind, children around the world should be able to learn, access and reproduce feelings of empathy in virtual spaces without physical borders and while interacting with children with whom they would not usually have access to integrate. The potential benefits of a younger population able to utilise virtual reality (VR) to build bridges between different communities that are unbound by language, location, border or aesthetics are innumerable but they also present new and unexplored barriers and challenges. This article explores the psychological and social benefits of virtual experiences; the possibilities of designing spaces that promote empathy, understanding and cultural awareness; and ethical considerations and challenges concerning children and development.Virtual reality: friend or foe?Delving into the world of VR can feel at once alienating and all-consuming, as it’s easy to forget that we possess within our own brains the very same technology that VR utilises. Vilayanur Ramachandran expanded on this concept of ‘neural technology’ in his 2009 talk for TEDIndia, highlighting the importance of these so-called mirror neurons as having “shaped civilization”. Though only discovered relatively recently, mirror neurons are designed to ‘fire’ during an action or during a witnessed action. This explains how we can sometimes ‘feel another’s pain’: essentially the physical manifestation and embodiment of empathy. VR technology plays on this very same connection, assuming the innate human quality of being empathetic and predisposed to react to perceived realities accordingly. As virtual communication and technology expands its reach worldwide, the prominence of utilising this as a tool for enhanced empathy, community-focused consciousness and education is growing. While humans possess an inherent ability to empathise and connect, fast-developing digital technologies are offering us less opportunities for face-to-face connection and, therefore, less time spent reflecting in real-time. If we are able to harness the benefits of existing in the virtual space while retaining that which is inherently human, we may be able to use our developing tools for the better of future generations worldwide. In order to understand this better, we need to examine more closely the psychology of empathy alongside virtual reality.The three forms of empathyDaniela Branco is a consultant specialist in the gaming industry who is currently growing her practice as a psychoanalyst. She understands empathy as “the ability to perceive, feel and connect with the other” whether that be human, animal or natural being. This concept of “understanding what the other is feeling” directly relates to that which we can aim to create through VR. In virtual space, we have the opportunity to inhabit the experiences of another, whether this is directly related to a human concept, natural world space or fantasy depiction, this enables us to tap into the feelings of others through perceived lived experience. This differentiation from real-world empathy is expressed in Thomas Fuchs’ 2013 paper, ‘The Virtual Other’, in which he introduces three separate forms of empathy that need to be understood if we are to replicate them in the virtual space. His explanation of ‘primary empathy’ is the real-world, lived experience manifestation; that is to say that which arises from “direct, bodily contact with another person”. This ‘strain’ of empathy is entirely informed by the aforementioned innate human disposition to experience and express empathy: each party involved in these experiences enters into a “circular, bodily-affective” interaction that constantly informs the other on an almost subconscious level. The second form of empathy as explained by Fuchs is “extended empathy”, which differs entirely from the primary form in that it plays on more complex psychological matters such as ‘perspective taking’ and ‘imaginative transposition’. This form of empathy is closely linked to developments in VR, as it informs our ability to relate to one another in real-time, reflect emotionally and interact compassionately with others who are experiencing life in ways entirely different from our own. This form of empathy “already involves a certain degree of virtuality” in that it presents the intangible, and does not depend on physicality or bodily contact to occur. Finally, Fuchs’ introduces “fictional empathy”: this form enables us to connect with inanimate or non-living objects, characters in literature, avatars, photographs and letters from living people. The dispute between whether fictional empathy and primary empathy are different at all can be rested here and serves to explain entirely how we are able to bring important developments in empathy and connection into the virtual space:“…consider interaction with fictive agents in cyberspace or identification with movie &nbsp; &nbsp; characters that can achieve similar levels of emotional intensity, or even more intense levels, &nbsp; &nbsp; when compared with real encounters. As regards secondary empathy or imaginative &nbsp; &nbsp; transposition, it already entails a component of virtuality or an ‘as-if-consciousness’: when I put myself into the shoes of the other, I do not actually become the other, and I remain aware of this.”Simulations and positive mental healthOver the past five years, we have seen advancement in research supporting the employment of virtual reality to aid interpersonal connections, mental health and reduce stress. A primary example of this is the introduction of interactive nature simulations, as explored in a 2020 study by the Journal of Environmental Psychology which found “that people who watched interactive computer-generated virtual reality (CG-VR) experienced a significant increase in positive mental health”. While it is both well-documented and understood that proximity to nature (even without physical access or interaction) enhances mood, reduces mental and physical stress levels and physical wellbeing, it is only recently that we are now seeing huge increases in health benefits for those utilising VR programmes focused solely on immersion in nature. There is also evidence to suggest that so-called ‘nature VR’ “can allow individuals to engage in mindfulness and divert from anxiety-inducing thoughts” to the same level as is possible in real-life immersion in nature.Due to the restrictive lockdowns during the pandemic, many people found themselves entirely unable to access nature, with inner-city inhabitants completely cut off from natural views, access to open spaces and local wildlife. As cities expand and this access to open spaces diminishes due to overpopulated areas and reduction of parks in favour of housing projects, the reality of future generations having little to no access to the natural world is fast approaching. If we are able to offer young people the experience of simulated nature, whether that be to walk in a local forest or explore a coral reef, we can greatly enhance possibilities for better mental health along with increased physical wellbeing and real-life experiences of decreased stress reproduced by these virtual experiences.Developing global communities in the digital spaceThe social benefits of VR are rooted in growing numbers of users utilising these digital spaces to connect with others “while experiencing feelings of presence”. VR offers users the ability to meet in social spaces, while simultaneously offering creative activities and games that promote social connection and enjoyment. These virtual spaces essentially offer the simulated feeling of community, a concept which our modern societies are becoming further and further estranged from as we move away from “shared physical space” and connection. The possibility for a development of ‘global communities’ that work to disband cultural boundaries and inequalities rooted in racism, sexism and homophobia is extremely prominent in the world of VR. Multiple applications of this technology enables “geographically remote users to interact with each other in shared virtual environments” thus presenting the possibility for users to learn about new cultures, lived experiences of others regardless of race, religion, locality or prohibitive law. The ‘total immersion’ of VR through the use of a headset is a defining feature that lends itself to the total disconnect from the user’s reality: “this technology blocks the perception of the real environment, and provides an immersive environment instead that responds naturalistically to the users’ actions”. Contrary to possible perception of altering mental and physical capacity for connection, this level of immersion and simulated space has been proven to increase sensations of physical closeness, which in turn offers “increased perceptions of psychological and social closeness” and intimacy.Marginalised peoples&nbsp;“The cultivation of empathy for people from historically disenfranchised ethnic and racial groups has been proposed as an essential strategy for dismantling racism at least since the Civil Rights era” and so the employment of VR as a tool to both teach and explore empathy is being developed as these technologies progress. A 2018 immersive VR module developed by Columbia and Stanford Universities entitled ‘1000 Cut Journey’ utilised a character-focused model to offer participants access to experience racism first hand. Participants utilised VR headsets to “become'' Michael Sterling at three different timepoints in his life: aged 7, aged 15 and aged 30. The creators are continuing to examine the psychosocial effects of experiencing ‘1000 Cut Journey’ as well as exploring “its utility in ameliorating race-based health inequities”. &nbsp;Users have reported “a greater sense of presence” which, in turn, supports more effective learning and a “greater ability to recall information” that can then be revisited in the real world. The health sector has been working to develop even further resources and programmes utilising VR, particularly concerning racial inequality and stigmatised groups. VR has been “identified as one of the most promising resources for developing empathy towards stigmatised groups as it allows individuals to experience a situation close to reality from another’s perspective”. &nbsp;A sample study published in 2022 expanded on this by using VR to examine the “impact on empathy, knowledge, and attitudes towards people with schizophrenia”. The sample group consisted of 102 health students, each measured by completing various questionnaires and cognitive tasks combined with 2D video and VR simulation. The study essentially found the method to be effective in improving attitudes towards people with schizophrenia, but also identified the possibility of using 2D video in tandem with VR to support the cultivation of empathy through total immersion.The risks of further development and exposureThough there are numerous social and psychological benefits present in the current development of VR models concerning empathy, it is important to highlight the potential risks and concerns of using such programmes, particularly concerning children and young people. “Experiences in virtual worlds have translated into real-world behaviour”, which is both a blessing and a curse when we consider how this impacts the lives of those most susceptible: our younger generations. While VR can be “leveraged as a tool to enhance empathy”, it is also possible that unmoderated and unsafe virtual spaces can offer opportunities for access to dangerous content that is essentially anti-empathy in its depiction of human interaction and emotion. While studies continue to develop to reduce real-world violence through the use of VR (for example in a small study using immersive VR to aid male domestic aggressors to understand better the experience of their victims) we have also seen many examples in over identification with video game scenes and characters in young children over the past twenty years. The evidence is there to support this worsening with VR if the outputs are not controlled safely and moderated, given the intensity of immersion in these virtual spaces that is possible.Daniela Branco expanded on the dangers of unmoderated access to the virtual world, expressing that “excessive access to virtual games, whether violent or not, can cause sleep disturbances, affect growth hormone, school performance, eating and behavioural problems, can also encourage a sedentary lifestyle and poor eating habits.” It is also to be noted that, while VR can enhance empathy, grow opportunities for connection and dissolve borders of inequality, there are also instances of individuals experiencing this technology with entirely the opposite effect due to its somewhat dissociative nature and extraction from reality. In younger males, this can be particularly problematic considering feelings of identification, compassion, and solidarity and the overstimulation of a developing mind can lead to desensitisation towards violence, including trivialising aggression towards others. The impact digital technologies have on the brain has long been demonstrated in relation to both food and sleep, as these are two of the main areas affected by both excessive and problematic use (though this is different from addiction or dependence). In terms of more short term health benefits, users have also reported nausea, eye strain and headaches which are largely due to prolonged or incorrect use of the headsets and devices.Our digital future in web 3.0As we enter web 3.0, understanding “psychological principles of empathic design and virtual human-mediated communication is more important than ever”. Much remains to be seen and experienced in the virtual space to support this ever-expanding foray into empathy development, but the many studies examining harm reduction and human connection serve to offer hope with integrity. &nbsp;As young people along with increasing numbers of social groups around the world begin to explore VR due to more accessible pricing of technology and headsets, tools on moderated and safe use will need to develop in order that we protect these online spaces and use them to cultivate positive human interaction and creation. VR could be the next platform for global citizenship to develop, along with increased cultural awareness and de-stigmatised communication, but we must ensure that we create these virtual spaces with moderation in mind as we understand the potential immense change possible for our future generations.&nbsp;

Unpack how virtual reality can enhance empathy and cultural awareness for children and bridge communities. 

Digital Inclusion 

Future of Education

Digital Futures

Why Virtual Empathy Matters

Technology is changing everything. Over the past two decades, we have seen a monumental change in the ways in which we communicate, work, play and learn. As we progress into the digital age, an understanding of and connection to technology is becoming mandatory."Technology needs to be incorporated in the future of education to ensure students are equipped with the skills to cope in a world dependent on technology.”The factory-inspired, 19th century model of education was focused on packaging, or ‘bundling’ as many forms of learning into applicable skills as possible. This method functioned while the availability of teaching resources was and has remained extremely limited since its inception. We now move into a new era of ‘unbundling’, as expressed by CMO of 5ire, Utkarsh Amitabh in an article for World Economic Forum. This “great unbundling” will manifest with courses offering specific training in focused skills such as “soft skills, core skills, critical thinking or an opportunity to network” where we previously saw students offered access to all four.Initial developments already at play take the form of online courses, ‘open’ universities and fast-track bootcamps in areas such as digital design and coding. The COVID-19 pandemic also saw a globalisation of communication tools such as Zoom and Google Meets, previously confined to high-powered office environments. These platforms revolutionised the education sector, ensuring that students from primary age until post graduate would have access to the classes, courses, lectures and seminars wherever they were in relation to their school or university.&nbsp;As we witness new course structures and intensive learning processes develop into the mainstream, the motivation is to engage students as quickly as possible, and for the shortest amount of time. In 2019, the Guardian reported that “the information age has changed the general attention span”, with reports in 2021 indicating that the average adult attention span was just 47 seconds (and decreasing). This is largely due to the influx of apps such as Twitter, Instagram and TikTok taking over our previously highly-accessed online channels such as YouTube (longer form videos), online magazines and newspapers and communication channels. Educators and employers are taking this into consideration at the advent of the new technological education age, but we have to consider what could be done to increase progression into a digital future while replenishing consciousness and real-time focus.“Seeing a drawing of an atom printed on a page and being inside an atom are very different experiences.”The future of education lies in visualisation through the use of immersive technologies. These tools, such as augmented and virtual reality, enable students and teachers to go beyond the existing classroom structures currently accessible in the physical world and online spaces such as Zoom.&nbsp;Augmented reality has been expanding reach globally for over ten years, with an estimated 2.4 billion users worldwide by the end of 2023. This is a particularly exciting tool for the education sector, as AR combines 25% digital reality with 75% existing reality, meaning that educators have a greater possibility to control and manipulate the information presented to their students. In this way, “classroom education can be extraordinary and more interactive, as AR can enable teachers to show virtual examples of concepts and add gaming elements to provide textbook material support.” In a world where younger people are becoming more and more accustomed to life in the virtual world (oftentimes ahead of the real world), augmented reality presents an opportunity to learn in real-time while expanding on the potential of the digital space. The gamification of AR also lends itself well to the new models of ‘learning from home’ now offered by most schools, courses and universities. This learning tool serves to engage students for longer periods of time while saving money on expensive training programmes and equipment.Virtual reality experiences have been gaining popularity in the education sector as more accessible forms of the technology and less prohibitive costs become available. Students are offered opportunities to ‘travel’, connect and communicate either with VR headsets within existing classroom spaces or environments and are also able to have new learning experiences in immersive classrooms. These spaces are particularly important for younger students, as they create borderless locations within which students are able to learn and share without restrictions based on financial aspects, ability to travel, mobility or larger classroom sizes as is often the case in less wealthy schools. The immersive classroom model can be particularly effective in “transporting students beyond the classroom” without the need for expensive VR headsets, which some students also find difficult or uncomfortable to use.&nbsp;“Educational technology is evolving to include artificial intelligence.”AI also plays a big role, and we are only now beginning to understand its potential in education. We already use AI-dependent software in much of the technology accessed in our daily lives: from voice recognition and assistance, automatic mapping software and credit card fraud programmes, but how is this relevant to the developments in education?The impending use of AI agents in classrooms could help teachers save time, and gain access to a global database of information proven to have worked in classrooms around the world. Through using voice-activated technology to request visual cues or aids (for example, by requesting the display of an ancient map), teachers will be able to choose from a wide pool of existing knowledge in order to increase both comprehension and learning time within the classroom. AI also extends further into IA, or intelligence augmentation. This development could be particularly useful in classrooms as “IA centres ‘intelligence’ and ‘decision-making’ in humans but recognises that people sometimes are overburdened and benefit from assistive tools.” It is also important to note that both AI and IA will offer the possibility of greater regulation and consistency in teaching, learning and testing scenarios due to the omission of human error. Computers are able to create systematic patterns and models of reasoning that should ultimately level the playing field in education and standardise across the board.“A fast-changing world also means a fast-changing job market. So, to remain employable in the near future, people will need to continuously develop new skills and adapt.”As education models develop, so do the minds and skills of students. This ultimately leads to an ever-changing job market that is informed by each new development in the technological space. The traditional model of education, which is characterised by a box-ticking process of completing exams, gaining accolades and various certificates before entering the job market, has already been rendered obsolete. This is a new age of freelancers, which is focused on the gig economy amidst multiple startups and self-employed professionals. Young people entering the job market now will need to do so with a mindset of constant evolution and a desire for lifelong learning, contrary to previous, career-led trajectories.Education now takes on a new meaning, as employers begin to take on the role of educators as they offer courses and pathway developments to their employees and contractors. As we introduce the future of education to our children, we also have to consider their potential access points into the world of work and the continued journey of learning throughout life. As we strive to find a balance between fast-paced technological advancements and authentic, long-lasting human connection, we can look to educational models that combine elements of both digital and physical reality to enhance this.“Education is not just about job skills. It's also about critical thinking, creativity, and empathy, which are all needed for navigating an increasingly complex world.”

Helping parents and teachers connect with the digital world of today.

Digital Safety 

Educational Games

Demystifying the future of learning

What if there was a way that the world of gaming could positively enhance our access to and experiences of the digital space? Revered game developer Mike Wilson and former medtech executive Ryan Douglas are the minds behind <a href="https://www.deepwelldtx.com/">Deepwell</a>. The pair have found through combining their multi-industry expertise with extensive research into things like gaming versus medication, or the impact of games on PTSD and psychological therapy outcomes that this could become a not-so-distant reality.This is a new concept of therapeutic gaming, or “medicinalisation” as coined by Ryan Douglas during the <a href="https://www.gamesforchange.org/">Games for Change</a> talk on mental health and gaming in August. Douglas expressed the complexities of designing a new sector in the gaming industry founded in therapeutic research and made solely for the gamified therapy market. He also shared just how diverse, accessible and powerful therapeutic gaming could be for mental health around the world. This process of “finding the fun” while ensuring the therapeutic tools remain at the core of these new gaming concepts is explored in detail during the <a href="https://www.gamesforchange.org/">Games for Change</a> talk.&nbsp;<a href="https://www.youtube.com/watch?v=qxmMDFh62qA">Check it out here!</a>

What is the positive power of play? And how can we use it to support our mental health?

Beyond Entertainment: The role of Gaming in Mental Resilience

It’s not surprising to learn that <a href="https://techjury.net/blog/time-spent-on-social-media/">young people aged 16-24 now spend over 5 hours a day on social media in 2023</a>. But it could be surprising to learn just how and why this level of access could positively impact mental health. This exposure has often been reported to impact feelings of social isolation and social comparison, with the growing community benefits and possibilities for large support networks being left out of the conversation. So let's look more closely at the positive opportunities for change and growth developing in the online world.<a href="https://www.google.com/url?q=https://jedfoundation.org/&amp;sa=D&amp;source=docs&amp;ust=1693390245497864&amp;usg=AOvVaw0XxLMLK4CCmXiGVsBCExqR">The Jed Foundation </a>is a US non-profit focused on empowering teenagers and young adults through “building resilience and life skills and promoting social connectedness.” As part of the important work they are doing, Jed published a <a href="https://www.google.com/url?q=https://jedfoundation.org/metaverse-and-youth-mental-health/&amp;sa=D&amp;source=docs&amp;ust=1693390245498792&amp;usg=AOvVaw2VPg18C6_cMQdQvpCCegUh">report</a> in July 2023 offering actionable guidance on how we can tap into a “metaverse ecosystem that centres the rights and well-being of youth.”&nbsp;Initiatives such as <a href="https://www.gamesforchange.org/">Games for Change</a> and <a href="https://connectedlearning.uci.edu/">Connected Learning Lab</a> are diving deeper into creating opportunities for awareness, connection and communication within the gaming industry and game development.Games for Change hosted a panel in August centred on the relationship between a metaverse and mental health. Industry experts and mental health specialists came together to offer concerns and solutions for a world needing greater connectivity in the digital space. Read on to discover some of the engaging and empowering ways in which young people can utilise a metaverse to enhance their IRL experiences.AgencyOne of the most accessible tools for young people navigating a developing digital world is social media. Young people (16-24) have increasingly been using platforms such as mobile health apps (64%) and 87% have gone online for mental health information. These digital tools offer young people a feeling of agency and connectedness over their mental health, along with a wealth of information online. Developers are beginning to tap into the importance of working with mental health professionals and to create initiatives (such as with <a href="https://www.deepwelldtx.com/">Deepwell</a>) that are specifically angled towards supporting positive mental health and open communication. With the numerous metaverse options available in the current market (to include social media platforms, gaming, immersive worlds) the potential for increased engagement and social connection should be enormous in the coming years.SupportYoung people are also exhibiting signs of online community creation that is motivated by support, shared experience and care. 39% of young people use online spaces to seek others with shared conditions, suggesting that engagement could develop into spaces where social support is offered in identity-affirming communities. In order for this concept to authentically generate safe and positive experiences, the Jed report suggests creating a model of a “youth-centred metaverse system.” This means situating young people within every research avenue, to ensure that what they really need and feel is heard when developing the spaces they have access to.PlayChildren and adults alike are motivated by the positive power of play, whether to engage in immersive reality games with friends in the online world or challenge oneself through logic-focused apps. Young people especially use gaming as a space for connection with people around the world, ensuring that those from marginalised communities are also able to play and share together regardless of social boundaries. This creation of community through play needs to be strictly regulated with the implementation of age-gating and community guidelines to ensure that communication is safe and open.&nbsp;Head over to&nbsp;<a href="https://jedfoundation.org/">https://jedfoundation.org/</a> to discover more on mental health resources and the incredible work they do.

Learn more about the initiatives changing the game.

Digital support networks: Discover how social media and metaverse could actually be good for young people's mental health

In today's ever-evolving digital landscape, education is undergoing a profound transformation. Traditional classroom settings are increasingly incorporating technology and innovative teaching methods to engage and motivate students. One approach gaining traction is the concept of so-called gamified classrooms. As the name dictates, it leverages elements of game design to create an interactive learning experience.&nbsp;The gamified classroom: a paradigm shift in educationThis concept isn’t actually as new-age as it may sound. Over the last decade gamification has boomed, providing educators with a fresh perspective on enhancing learning outcomes. Gamified classrooms are designed to captivate students' attention, foster critical thinking, and promote active participation. This shift is particularly vital in the developing digital space, where access to technology is expanding. Though a challenge still remains in maintaining quality education.Gamification in education offers several benefits. Firstly, it can increase student engagement. By incorporating typical game elements such as points, badges, and rewards, educators can make learning more enjoyable and interactive. Gamification also promotes a sense of competition, which motivates students to excel and achieve their educational goals. This competitive spirit can be channelled positively to encourage collaboration and peer learning.Gamified classrooms can be personalised to cater to individual student needs. Adaptive learning systems can provide tailored content and challenges based on a student's skill level, ensuring that no one is left behind. This unique approach is especially valuable in developing digital spaces where educational resources may be limited.Building 21st-Century skillsOne of the most compelling aspects of gamified classrooms is their ability to foster 21st-century skills. In an increasingly interconnected world, students need to develop skills such as critical thinking, problem-solving, and digital literacy. Gamification incorporates these skills into the learning process organically.Games often present complex challenges that require strategic thinking and creative problem-solving. By integrating such challenges into the curriculum, gamified classrooms prepare students for real-world situations where these skills are invaluable. Digital literacy can also be enhanced as students navigate through gamified interfaces, becoming proficient in using technology as a tool for learning.Addressing learning gapsIn the developing digital space, access to quality education can be uneven. Gamified classrooms have the potential to bridge this gap by making learning more accessible and engaging. These classrooms can be implemented across various platforms, including low-cost devices and mobile phones. This adaptability allows students in remote or underserved areas to access quality education without requiring expensive infrastructure.Additionally, the ability to track and analyse student progress in gamified classrooms provides educators with valuable insights. Teachers can identify areas where students are struggling and provide targeted support, thereby reducing learning disparities. This data-driven approach is particularly important in regions where educational resources are limited and where personalised instruction can make a significant difference.Challenges and considerationsWhile gamified classrooms hold great promise, they are not without challenges. Educators must strike a balance between gamification elements and the core curriculum to ensure that learning objectives are met. Additionally, not all students may respond positively to gamified approaches, so it is essential to provide alternative methods to accommodate different learning styles.Furthermore, the digital divide remains a significant concern in developing regions. While gamified classrooms have the potential to address this issue, it is crucial to ensure that all students have access to the necessary technology and infrastructure.Gamified classrooms represent a transformative approach to education in the developing digital space. By incorporating game elements into the learning process, educators can enhance engagement, foster 21st-century skills, and address learning gaps. This innovative approach has the potential to revolutionise education and make quality learning experiences more accessible to students worldwide.In a world where technology is advancing rapidly, gamified classrooms serve as a beacon of hope, offering a dynamic and adaptable educational solution that prepares students for the challenges of the digital age. As the digital space continues to evolve, the integration of gamification in education may become a cornerstone of modern learning, ensuring that students are not only prepared for the future but actively engaged in shaping it.

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