Game-based learning environments affect frontal brain activity

Kober, Silvia Erika; Wood, Guilherme; Kiili, Kristian; Moeller, Korbinian; Ninaus, Manuel

doi:10.1371/journal.pone.0242573

Cited by 21 publications

(31 citation statements)

References 91 publications

(161 reference statements)

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“…Although several scales have been used to measure flow experience in game-based learning [15], in the present study we use the Flow Short Scale [68], because it has been successfully used in several game-based learning studies in the mathematics domain [66 67], [69], [70] and in some studies, its subscales, fluency of performance and absorption by activity, are analyzed [69], [70] allowing a more fine-grained basis for examining the relation between flow experience and situational interest. For instance, Ninaus et al [70] found a game-based version of a math task as compared to its non-game-based equivalent to achieve higher scores on fluency of the performance subscale.…”

Section: Measuring Engagement In Game-based Learningmentioning

confidence: 99%

Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

Kiili

Lindstedt

Koskinen

et al. 2021

IJSG

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While game-based learning seems to be an effective instructional approach, the underlying learning and engagement mechanisms of games are still poorly understood. In the current study, we investigated to what extent flow experience and situational interest are different indicators of engagement in game-based learning. Fifty-two Finnish 5th graders played a game on fractions at home during COVID-19 enforced distance learning. Flow and situational interest measures were embedded directly into the game environment. Results revealed that although flow experience and situational interest constructs share similar components, they also differ. In particular, regression analysis indicated that situational interest is mostly related to immersive aspects of flow. Moreover, learning gains achieved by playing the game and situational interest were positively related – a relation not found with flow. Although flow was not related to learning gains, it seems to be a more competence-oriented construct than situational interest as it was positively correlated with in-game performance. The design of the game successfully supported weaker students with adaptive scaffolds and in-game self-reporting measures worked well. Taken together, even though situational interest and flow share similar components, both constructs are important for multifaceted assessment of engagement in game-based learning. Theoretical and practical implications for engagement research and game design are discussed.

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Section: Measuring Engagement In Game-based Learningmentioning

confidence: 99%

Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

Kiili

Lindstedt

Koskinen

et al. 2021

IJSG

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“…This confirms prior research findings that moderate online games can improve players' cognitive executive ability ( 28 , 29 ) and alleviate or even reduce players' anxiety, depression, and other negative emotions ( 30 , 31 ). A brain electrophysiology study on games also showed that moderate games activate brain areas related to emotion processing and that the frontal lobe areas related to attention are also more activated ( 32 ).…”

Section: Discussionmentioning

confidence: 99%

The Influence of Online Game Behaviors on the Emotional State and Executive Function of College Students in China

et al. 2021

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Background and Objective: Since the classification of gaming disorder (GD) by the World Health Organization (WHO) as “mental disorder caused by addictive behaviors,” there has been controversy regarding whether online game behaviors can lead to mental disorder. This study aims to clarify the correlation between the online game behaviors of college students and anxiety, depression, and executive function of college students in China, from a questionnaire-based investigation.Methods: Based on the whole class random sampling method, a questionnaire survey was conducted among college students in Northern Anhui, China from March 7 to March 27, 2020. The questionnaires included the Internet Game Addiction (IGA) Scale, Behavior Rating Inventory of Executive Function (Adult Version, BRIEF-A), Generalized Anxiety Disorder Scale (GAD-7) and Patient Health Questionnaire Scale (PHQ-9).Results: A total of 850 participants completed the survey, including 353 males (41.53%) and 497 females (58.47%). The primary age group was 18–27 years (91.53%), and the educational background was a bachelor's degree (94.7%). The study found that the online behavior of 17.76% of college students was online game behavior. This study did not identify any students who met the criteria for IGA, and 3% met the criteria for indulgent behavior. A dual role of online games was identified; moderate online game activities can improve the emotional state and executive function of college students, while excessive online game behaviors that may not reach the degree of addiction can also harm emotional state and executive function.Conclusions: This study suggests that although IGA has been regarded as a mental disease, online game behavior should be treated differently. Online game activities should not be entirely denied, but mental disorders caused by excessive gaming activities deserve attention. In particular, the emotional state and executive function of students with excessive online game behaviors should be monitored and intervened in advance to avoid game behaviors turning into indulgent behaviors or addiction. As a cognitive control process, executive function may play a key role in regulating IGA and emotional state.

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“…They also outline a detailed and practical framework for use in such games, elements of which can be applied to eventdriven games in an academic setting. In another study, Koberid et al [15] presented a framework for achieving flow in educational games. Their work links educational theory with game design and validates to maintaining engagement in educational games.…”

Section: Related Workmentioning

confidence: 99%

Performance Evaluation of Topological Infrastructure in Internet-of-Things-Enabled Serious Games

Ahmad¹,

Khan²,

Whangbo³

2022

Computers, Materials &Amp; Continua

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Serious games have recently enticed many researchers due to their wide range of capabilities. A serious game is a mean of gaming for a serious job such as healthcare, education, and entertainment purposes. With the advancement in the Internet of Things, new research directions are paving the way in serious games. However, the internet connectivity of players in Internetof-things-enabled serious games is a matter of concern and has been worth investigating. Different studies on topologies, frameworks, and architecture of communication technologies are conducted to integrate them with serious games on machine and network levels. However, the Internet of things, whose core requirement is the provision of connectivity on the application layer, has different challenges for more dynamic applications such as serious games. The performance of Internet-of-things-enabled serious games depends on the type of infrastructure (wired, wireless) network and Mobile Ad-hoc Network (MANET) and is subtly different from one type of network to another. This paper investigates the connectivity challenges in the Internet-of-thingsenabled serious games using the mentioned infrastructure and identifies the core requirements for these games. It also aims to evaluate various parameters such as reliability, scalability, response time, to name a few, with varying infrastructure and network types. Results highlight the preliminary infrastructure finding and highlight the core setup for which the games are deployed. Moreover, this work will be a steppingstone for architecting the connectivity in serious games in a typical smart space with many infrastructures such as wired networks, wireless networks, and MANET.

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Game-based learning environments affect frontal brain activity

Cited by 21 publications

References 91 publications

Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

The Influence of Online Game Behaviors on the Emotional State and Executive Function of College Students in China

Performance Evaluation of Topological Infrastructure in Internet-of-Things-Enabled Serious Games

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