Activating adolescents’ “hot” executive functions in a digital game to train cognitive skills: The effects of age and prior abilities

Homer, Bruce D.; Plass, Jan L.; Rose, Maya C.; MacNamara, Andrew; Pawar, Shashank; Ober, Teresa

doi:10.1016/j.cogdev.2018.11.005

Cited by 22 publications

(9 citation statements)

References 72 publications

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“…Positive emotions can enhance basic cognitive mechanisms, such as attention (Park et al, 2015), memory (Madan et al, 2019) and perception (Izard, 2009), all of which are important factors contributing to learning. This proposition is supported by findings of studies conducted using digital learning environments (Mayer & Estrella, 2014;Plass et al, 2014;Um et al, 2012) and game-based learning environments (Homer et al, 2019), showing that emotional design that induces positive emotions enhances learning. Accordingly, we expect that learning with animated scaffolding agents will enhance learning outcomes when compared to learning with abstract mathematical notation scaffolds.…”

Section: Present Studymentioning

confidence: 65%

“…In fact, research findings have suggested that if instructional material induces positive emotions, it can enhance basic cognitive mechanics, such as attention (Park et al, 2015), memory (Madan et al, 2019) and perception (Izard, 2009). This can lead to increased learning (Brom et al, 2018; Loderer et al, 2020; Pekrun, 2006; Um et al, 2012), motivation (Erez & Isen, 2002; Loderer et al, 2020), situational interest (Endres et al, 2020), self‐efficacy (Usher & Pajares, 2008) and even improve executive functions that are crucial for learning and development (Homer et al, 2019). In digital learning environments, positive emotions can be induced by altering the representation of information (Plass et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In digital learning environments, positive emotions can be induced by altering the representation of information (Plass et al, 2015). Initial emotional design research has identified that the use of round shapes, warm colours and game character expressions can be used to induce positive emotions (Brom et al, 2018; Homer et al, 2019; Plass et al, 2014; Plass et al, 2020; Um et al, 2012). Therefore, the effectiveness of a game‐based learning environment will, at least to a degree, depend on its emotional design.…”

Section: Introductionmentioning

confidence: 99%

“…The added value of this extension was examined regarding the learning and motivational outcomes. Three hypotheses are examined: (1) the learning hypothesis, (2) the interest hypothesis, and (3) the competence belief hypothesis.Hypothesis Learning hypothesis: According to past research findings, the use of round shapes, warm colours and game character expressions can be used to induce positive emotions in digital learning environments (Homer et al, 2019; Plass et al, 2014; Um et al, 2012). Positive emotions can enhance basic cognitive mechanisms, such as attention (Park et al, 2015), memory (Madan et al, 2019) and perception (Izard, 2009), all of which are important factors contributing to learning.…”

Section: Introductionmentioning

confidence: 99%

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Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Koskinen

McMullen

Ninaus

et al. 2022

Computer Assisted Learning

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Background: In recent years, the importance of emotions in learning has been increasingly recognized. Applying emotional design to induce positive emotions has been considered a means to enhance the instructional effectiveness of digital learning environments. However, only a few studies have examined the specific effects of emotional design in game-based learning.Objectives: This quasi-experimental study utilized a value-added research approach to investigate whether emotional design applied to scaffolding in a game-based learning environment improves learning and motivational outcomes more than emotionally neutral scaffolding. Methods: A total of 138 participants, mean age of 11.5 (SD = 0.73) participated in the study. A total of 68 participants played the base version of a fraction learning game (Number Trace), where scaffolding was provided with emotionally neutral mathematical notations, and 70 participants played the value-added version of the game using emotionally designed animated scaffolding agents. Pre-and post-tests were used to measure conceptual fraction knowledge and self-reported measures of situational interest and situational self-efficacy to evaluate motivational outcomes.Results and Conclusions: Our results indicate that the emotional design applied to scaffolds can improve the educational value of a game-based learning environment by enhancing players' situational interest and situational self-efficacy. However, although the intervention improved the participants' conceptual fraction knowledge, there was no significant difference between the scaffolding conditions in participants' learning outcomes. Takeaways:The results suggest that emotional design can increase the educational impact of game-based learning by promoting the development of interest, as well as improving self-efficacy.

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Section: Present Studymentioning

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Koskinen

McMullen

Ninaus

et al. 2022

Computer Assisted Learning

View full text Add to dashboard Cite

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“…The video games Alien Game [ 122 ] and All you can ET [ 123 ] improved the change of tasks in healthy adolescents. Lumosity improved visual-spatial WM in adolescents with congenital or acquired brain damage [ 124 , 125 ].…”

Section: Resultsmentioning

confidence: 99%

Artificial Cognitive Systems Applied in Executive Function Stimulation and Rehabilitation Programs: A Systematic Review

2022

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This article presents a systematic review of studies on cognitive training programs based on artificial cognitive systems and digital technologies and their effect on executive functions. The aim has been to identify which populations have been studied, the characteristics of the implemented programs, the types of implemented cognitive systems and digital technologies, the evaluated executive functions, and the key findings of these studies. The review has been carried out following the PRISMA protocol; five databases have been selected from which 1889 records were extracted. The articles were filtered following established criteria, to give a final selection of 264 articles that have been used for the purposes of this study in the analysis phase. The findings showed that the most studied populations were school-age children and the elderly. The most studied executive functions were working memory and attentional processes, followed by inhibitory control and processing speed. Many programs were commercial, customizable, gamified, and based on classic tasks. Some more recent initiatives have begun to incorporate user-machine interfaces, robotics, and virtual reality, although studies on their effects remain scarce. The studies recognize multiple benefits of computerized neuropsychological stimulation and rehabilitation programs for executive functions in different age groups, but there is a lack of studies in specific population sectors and with more rigorous research designs. Supplementary Information The online version contains supplementary material available at 10.1007/s13369-022-07292-5.

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Video Games in the Development of Cognitive Skills Relevant for Language Learning: A Systematic Review

Bondareva

Потемкина

2021

Multimodality, Digitalization and Cognitivity in Communication and Pedagogy

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Activating adolescents’ “hot” executive functions in a digital game to train cognitive skills: The effects of age and prior abilities

Cited by 22 publications

References 72 publications

Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Artificial Cognitive Systems Applied in Executive Function Stimulation and Rehabilitation Programs: A Systematic Review

Video Games in the Development of Cognitive Skills Relevant for Language Learning: A Systematic Review

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