Engaging learners with games–Insights from functional near-infrared spectroscopy

The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little is known about the underlying neural mechanisms of game-based learning. In the current study, we added game elements to a number line estimati...

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Published inPloS one Vol. 18; no. 6; p. e0286450
Main Authors De Nicolò, Melina, Kanatschnig, Thomas, Hons, Manuel, Wood, Guilherme, Kiili, Kristian, Moeller, Korbinian, Greipl, Simon, Ninaus, Manuel, Kober, Silvia Erika
Format Journal Article
LanguageEnglish
Published United States Public Library of Science 06.06.2023
Public Library of Science (PLoS)
Subjects
Biology and Life Sciences
Brain
Brain - diagnostic imaging
Brain - physiology
Brain research
Cognitive ability
Cognitive tasks
Computer & video games
Cross-Sectional Studies
Emotional behavior
Evaluation
Game theory
Games
Heart beat
Heart rate
Hemodynamics
Humans
Infrared spectra
Infrared spectroscopy
Learning
Medical imaging
Medicine and Health Sciences
Near infrared radiation
Near infrared spectroscopy
Neuroimaging
Research and Analysis Methods
Social Sciences
Spectroscopy, Near-Infrared
Spectrum analysis
User experience
User interfaces
Video Games - psychology
Germany
Online AccessGet full text
ISSN1932-6203
1932-6203
DOI10.1371/journal.pone.0286450

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Abstract The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little is known about the underlying neural mechanisms of game-based learning. In the current study, we added game elements to a number line estimation task assessing fraction understanding and compared brain activation patterns to a non-game-based task version. Forty-one participants performed both task versions in counterbalanced order while frontal brain activation patterns were assessed using near-infrared spectroscopy (within-subject, cross-sectional study design). Additionally, heart rate, subjective user experience, and task performance were recorded. Task performance, mood, flow experience, as well as heart rate did not differ between task versions. However, the game-based task-version was rated as more attractive, stimulating and novel compared to the non-game-based task version. Additionally, completing the game-based task version was associated with stronger activation in frontal brain areas generally involved in emotional and reward processing as well as attentional processes. These results provide new neurofunctional evidence substantiating that game elements in learning tasks seem to facilitate learning through emotional and cognitive engagement.
AbstractList The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little is known about the underlying neural mechanisms of game-based learning. In the current study, we added game elements to a number line estimation task assessing fraction understanding and compared brain activation patterns to a non-game-based task version. Forty-one participants performed both task versions in counterbalanced order while frontal brain activation patterns were assessed using near-infrared spectroscopy (within-subject, cross-sectional study design). Additionally, heart rate, subjective user experience, and task performance were recorded. Task performance, mood, flow experience, as well as heart rate did not differ between task versions. However, the game-based task-version was rated as more attractive, stimulating and novel compared to the non-game-based task version. Additionally, completing the game-based task version was associated with stronger activation in frontal brain areas generally involved in emotional and reward processing as well as attentional processes. These results provide new neurofunctional evidence substantiating that game elements in learning tasks seem to facilitate learning through emotional and cognitive engagement.
The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little is known about the underlying neural mechanisms of game-based learning. In the current study, we added game elements to a number line estimation task assessing fraction understanding and compared brain activation patterns to a non-game-based task version. Forty-one participants performed both task versions in counterbalanced order while frontal brain activation patterns were assessed using near-infrared spectroscopy (within-subject, cross-sectional study design). Additionally, heart rate, subjective user experience, and task performance were recorded. Task performance, mood, flow experience, as well as heart rate did not differ between task versions. However, the game-based task-version was rated as more attractive, stimulating and novel compared to the non-game-based task version. Additionally, completing the game-based task version was associated with stronger activation in frontal brain areas generally involved in emotional and reward processing as well as attentional processes. These results provide new neurofunctional evidence substantiating that game elements in learning tasks seem to facilitate learning through emotional and cognitive engagement.The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little is known about the underlying neural mechanisms of game-based learning. In the current study, we added game elements to a number line estimation task assessing fraction understanding and compared brain activation patterns to a non-game-based task version. Forty-one participants performed both task versions in counterbalanced order while frontal brain activation patterns were assessed using near-infrared spectroscopy (within-subject, cross-sectional study design). Additionally, heart rate, subjective user experience, and task performance were recorded. Task performance, mood, flow experience, as well as heart rate did not differ between task versions. However, the game-based task-version was rated as more attractive, stimulating and novel compared to the non-game-based task version. Additionally, completing the game-based task version was associated with stronger activation in frontal brain areas generally involved in emotional and reward processing as well as attentional processes. These results provide new neurofunctional evidence substantiating that game elements in learning tasks seem to facilitate learning through emotional and cognitive engagement.
Audience Academic
Author Kanatschnig, Thomas
Hons, Manuel
Moeller, Korbinian
Ninaus, Manuel
Wood, Guilherme
Greipl, Simon
Kober, Silvia Erika
De Nicolò, Melina
Kiili, Kristian
AuthorAffiliation 7 Department of Media and Communication, Ludwig Maximilian University of Munich, Munich, Germany
5 Leibniz-Institut für Wissensmedien, Tübingen, Germany
Kyoto University Graduate School of Informatics: Kyoto Daigaku Daigakuin Johogaku Kenkyuka, JAPAN
3 Faculty of Education and Culture, Tampere University, Tampere, Finland
4 Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, United Kingdom
1 Institute of Psychology, University of Graz, Graz, Austria
6 LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
2 BioTechMed-Graz, Graz, Austria
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2023 De Nicolò et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
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– notice: 2023 De Nicolò et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
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License Copyright: © 2023 De Nicolò et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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MN and SEK also contributed equally to this work as senior authors.
Competing Interests: The authors have declared that no competing interests exist.
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Snippet The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little...
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SubjectTerms Biology and Life Sciences
Brain
Brain - diagnostic imaging
Brain - physiology
Brain research
Cognitive ability
Cognitive tasks
Computer & video games
Cross-Sectional Studies
Emotional behavior
Evaluation
Game theory
Games
Heart beat
Heart rate
Hemodynamics
Humans
Infrared spectra
Infrared spectroscopy
Learning
Medical imaging
Medicine and Health Sciences
Near infrared radiation
Near infrared spectroscopy
Neuroimaging
Research and Analysis Methods
Social Sciences
Spectroscopy, Near-Infrared
Spectrum analysis
User experience
User interfaces
Video Games - psychology
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Title Engaging learners with games–Insights from functional near-infrared spectroscopy
URI https://www.ncbi.nlm.nih.gov/pubmed/37279251
https://www.proquest.com/docview/2823023824
https://www.proquest.com/docview/2823498092
https://pubmed.ncbi.nlm.nih.gov/PMC10243642
https://doaj.org/article/f5eb2639aec04ead92f11f100f625750
http://dx.doi.org/10.1371/journal.pone.0286450
Volume 18
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