Youth vocational rehabilitation professionals felt that the virtual game could be well suited as a tool for individual guidance. And reflection for the young person as well as part of rehabilitation when dealing with a topic that is relevant to the young person. People thought of the game as an opening for a conversation with a young person, for example. And they also thought that it could help a quiet young person say about their world of experience. The game can apply to clarify a young person’s life situation and thinking. For example, it would help the young person to understand the consequences of their own choices.
Participants in the workshop described their own work processes as happening on the young person’s terms. They emphasized the importance of dialogue, solution-orientation, strengthening young people’s agency, social support, and a motivational interview in rehabilitation. All of them will connect well with the use of gameplay. Participants were asked to which stage of the work process the game would apply. For some, it suits for starting a work process, opening a conversation, and getting to know each other. Others felt that it was first necessary to build trust with the young person and understand his or her relationship to gambling. The latter part of the rehabilitation was also supported: then the young person could reflect on their own development through the game. The game also used as a wake-up call when rehabilitation is not progressing as desired.
Possibilities of a virtual game in control
The attitude of professionals towards the game played with virtual glasses was mostly positive. The benefits were considered to be functionality, solution focus, strengthening of the young person’s commitment. And the commitment to the rehabilitation process. The young person can experience success and find solutions to the challenges of their own life, and their autonomy will be strengthened. The game can provide a safe environment to make choices and decisions as well as teach problem-solving. The game world may be familiar to the young person in advance, in which case he or she may be in the lead role in showing how to act.
Participants estimate that their own attitudes towards the virtual game may be slightly more positive than those working in other fields. As justifications, they expressed their interest in new and innovative innovations in the field, as well as in operational methods.
The challenges of the game were the technology and the lack of technical skills, the relationship between young people. And the possible clumsiness of the game implementation. In terms of game technology, it would be important for the rehabilitation instructor to be able to use the game and experience the virtual glasses. Some saw virtual glasses as a means of alienation and feared they would cause nausea. Participants reflect that the relationship of young people to gaming does not necessarily support rehabilitative use: The game world may be a haven for a young person who plays a lot and does not want to associate it with the rehabilitation process. Second, young people may be primarily interested only in the games they choose.
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