Online monitoring of the social presence effects in a two‐person‐like driving video game using near‐infrared spectroscopy

Liu, Tao; Saito, Hirofumi; Oi, Misato

doi:10.1111/jpr.12080

Cited by 5 publications

(1 citation statement)

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“…Therefore, reported changes in brain activity due to gaming were rather heterogeneous. Some studies reported a global decrease of oxy-Hb over frontal brain areas during gaming [23][24][25][26][27]. However, differences in task complexity, cognitive load, expertise, or subjective user experience during playing may have added to these different brain activation patterns [28][29][30][31][32].…”

Section: Introductionmentioning

confidence: 99%

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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