Freed from these constraints, kids can exercise their fantasies without regard to real-world boundaries. The exhilaration of multimedia world-hopping contrasts sharply with the static feeling of conventional classrooms. Computers can provide an instant replay of students' performances, allowing them to study, edit, or try again in a safe environment for risk-taking. When the worst happens, they can always shut the machine off. The feeling of control is encouraged by the ease with which players can repeat an activity until it has been mastered.
Kids tend to experience computers as partners in learning.
They relish this nonhierarchical relationship in which the roles of teacher and student are blurred or altered. Children in the classroom cannot always see the point of learning math, science, or social studies. Compelling goals give game players high levels of motivation. Short attention spans and poor impulse control frequently disappear with effective computer interventions, supporting the notion changing the environment, not the child, can support individual success. As with any emerging counseling tool, numerous pitfalls exist in applying technology to work with at-risk youth.