Cortical Activations During a Computer-Based Fraction Learning Game: Preliminary Results from a Pilot Study

Baker, Joseph M.; Martin, Taylor; Aghababyan, Ani; Armaghanyan, Armen; Gillam, Ronald B.

doi:10.1007/s10758-015-9251-y

Cited by 8 publications

(8 citation statements)

References 22 publications

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“…Differences in task difficulty or cognitive load [ 10 , 29 , 31 , 33 , 87 – 89 ] can also not explain differences in prefrontal activation patterns between the two task versions because task difficulty was comparable between the game-based and non-game-based version of the present study (with even a trend towards better performance in the game-based version as reflected in errors committed). However, although differences in game elements between the two versions did not lead to significant differences in behavioral performance, one cannot exclude that the need of processing the richer input (i.e., added game elements) in the game-based version led to increased frontal activation [ 90 ].…”

Section: Discussionmentioning

confidence: 70%

“…They found stronger activation within parietal and prefrontal brain regions when participants performed the combined tasks in the game Refraction compared to solely spatial activities or math tasks. They interpreted the observed increased activation over prefrontal areas when playing Refraction as a sign of increased working memory load and attentional demands when playing the game Refraction [ 33 ].…”

Section: Introductionmentioning

confidence: 99%

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Game-based learning environments affect frontal brain activity

et al. 2020

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Inclusion of game elements in learning environments to increase motivation and learning outcome is becoming increasingly popular. However, underlying mechanisms of game-based learning have not been studied sufficiently yet. In the present study, we investigated effects of game-based learning environments on a neurofunctional level. In particular, 59 healthy adults completed a game-based version (including game elements such as a narrative and virtual incentives) as well as a non-game-based version of a number line estimation task, to improve fractional knowledge, while their brain activity was monitored using near-infrared spectroscopy. Behavioral performance was comparable across the two versions, although there was a tendency that less errors were made in the game-based version. However, subjective user experience differed significantly between versions. Participants rated the game-based version as more attractive, novel, and stimulating but less efficient than the non-game-based version. Additionally, positive affect was reported to be higher while engaging in the game-based as compared to the non-game-based task version. Corroborating these user reports, we identified increased brain activation in areas associated with emotion and reward processing while playing the game-based version, which might be driven by rewarding elements of the game-based version. Moreover, frontal areas associated with attention were also more activated in the game-based version of the task. Hence, we observed converging evidence on a user experience and neurofunctional level indicating that the game-based version was more rewarding as well as emotionally and attentionally engaging. These results underscore the potential of game-based learning environments to promote more efficient learning by means of attention and reward up-tuning.

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Section: Discussionmentioning

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Game-based learning environments affect frontal brain activity

et al. 2020

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“…The study of Yusoff et al, (2017) argued that the existence of problem-solving activities indirectly influences learners' interaction with their group of learning. (Baker et al, 2015) in his research, he found that both problem-solving and interaction correlated with each other in a way to maximize learners' understanding in Mathematics. Thus, the incorporation of problem-solving element in game-based learning enables learners to identify the problem and seek relevant methods to solve it.…”

Section: M1 = Mean Of Treatment Groupmentioning

confidence: 98%

Exploring the Digital Game-Based Elements in Mathematics Education: A Meta-Analysis Review

Harikrishnan¹,

Halim²,

Harun³

et al. 2019

ujer

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This paper is an attempt to analyze critically the existing empirical studies of digital game-based learning courseware in Mathematics education. The major purpose of this meta-analysis is to identify effective game-based element to customize an engaging learning courseware. The meta-analysis was done focusing on Mathematical subjects to understand how digital game-based learning affects the learners' knowledge in mastering new Mathematical concepts. This article review is comprised of 17 empirical studies which were constructed on different framework of game-based elements. The findings revealed that there are twelve essential game-based elements namely fun, play, rules, goals, interaction, outcome, adaptive, winning conflict, problem solving, interaction and representation which are essential to create sense of engaging when adapting DGBL Courseware in Mathematics' education. The systemic review enables the researcher to design a game model for Mathematics learning.

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“…is self-training system allows participants to do reading and arithmetic exercises on their smartphones at any place, and the results will be sent back to the data server. Baker et al [11] found that playing computer learning games can result in increased cortical activation. e results of brain imaging studies have revealed that reading sentences aloud [12,13] and doing simple arithmetic operations [14,15] greatly activate individuals' prefrontal cortex.…”

Section: Introductionmentioning

confidence: 99%

Brain Exercises Anywhere Anytime: A Self-Training System for Executive Function

Lin

Wang

2021

Mobile Information Systems

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Smartphones are ideal for tracking individuals’ behavioral responses. Traditional laboratory-based psychological trials aimed at training cognitive functions face a problem when participants cannot finish their tasks within a scheduled time. In this paper, we developed a self-training system that helps people to enhance their cognitive functions through mental exercises. The system utilizes the advantages of mobile computing and Internet connection. Participants can finish their mental exercises no matter where they are and can send the results back to the data server. Administrators can track all participants’ status on a web-based system. This study investigates in situ the 20-session use of a mobile application. The results reveal that the users significantly enhanced their level of executive functions. The dropout rate was very small. This application, which uses a cloud data server, makes it more efficient and cost-effective in conducting psychological training programs. The proposed system provides a basic smartphone-based system for psychological trials and can be further improved by combining other techniques such as speech recognition and data-mining techniques.

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Cortical Activations During a Computer-Based Fraction Learning Game: Preliminary Results from a Pilot Study

Cited by 8 publications

References 22 publications

Game-based learning environments affect frontal brain activity

Game-based learning environments affect frontal brain activity

Exploring the Digital Game-Based Elements in Mathematics Education: A Meta-Analysis Review

Brain Exercises Anywhere Anytime: A Self-Training System for Executive Function

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