Neurophysiological methods for monitoring brain activity in serious games and virtual environments: a review
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Citations
A Systematic Literature Review of Analytics for Adaptivity Within Educational Video Games
The Effect of Virtual-Reality-Based Restorative Environments on Creativity
Designing for Engaging BCI Training: A Jigsaw Puzzle
Validation of Learning Theories in Their Relationship with Information and Communications Technology.
Physical and Cognitive Therapy Enhancement Using Game-Based Learning
References
The mirror-neuron system.
Event-related EEG/MEG synchronization and desynchronization: basic principles.
Digital Game-Based Learning
Electroencephalography: Basic Principles, Clinical Applications and Related Fields, Fourth Edition
Electroencephalography: Basic Principles, Clinical Applications, and Related Fields
Related Papers (5)
Frequently Asked Questions (18)
Q2. What are the future works in this paper?
Their ambition is to extend the scope of how neurofeedback is currently used in games, as real time data that can be used to support scaffolded learning and also to allow us to understand more about how game play supports effective learning. Future work will therefore focus upon user studies where simple and complex learning activities are tested using neurophysiological correlates according to direct task performance with different neurophysiological methods. However, the authors strongly argue that it is hard time to study a rigorous, generalizable method for capturing neuroscientific user data from a player and store it in a real-time executable user model, also extending existing models of feedback ( e. g. Dunwell, de Freitas, and Jarvis, 2011 ). Further future research will focus on testing how feedback can be used in real time to make the learner experience more coherent and immersive, as well as recording levels of presence and engagement.
Q3. What is the main lesson for serious game design?
The main lesson for serious game design here is that feedback to the learner needs to be formative in games and that multisensory environment can be more effective as a design strategy for effective learning with games.
Q4. What is the challenge to neurophysiological measurements?
A particular challenge to neurophysiological measurements is confirming their measured outputs provide true proxies for learning efficacy.
Q5. What is the role of the researcher in the network of excellence for serious games?
Within the EU-founded Network of Excellence for Serious Games (GALA, www.galanoe.eu), she works on serious gaming in context of neuroscience, community nurturing and interactive storytelling.
Q6. What is the main argument for a study design under a serious game paradigm?
Study designs under such a paradigm should focus on defining and understanding expertise at a task established through an understanding of the prior knowledge or measured performance of subjects.
Q7. What is the main purpose of fNIRS?
fNIRS applications in game-based learning: Many game studies used fNIRS to examine haemodynamic changes in frontal brain areas during playing video games.
Q8. What is the role of the parietal brain in the presence experience?
Baumgartner and colleagues (2006) and Kober, Kurzmann and Neuper (2012) concluded that parietal brain areas might play an important role in the presence experience because these areas are involved in generating an egocentric (body-centred) representation of space (Maguire et al., 1998; Maguire, Burgess and O’Keefe, 1999).
Q9. What is his role in the Erasmus Lifelong Learning project?
He is in the coordinating team of Games and Learning Alliance (GaLA), the FP7 Network of Excellence on serious games within technology enhanced learning, and of eSG, an Erasmus Lifelong Learning project aimed at promoting entrepreneurship in higher education through serious games.
Q10. What is the main argument for a study design for serious games?
Serious games can form a particularly effective basis for this, as game design lends itself easily to the definition and assessment of simple cognitive tasks, as well as their deployment in an experimental context, with a wide range of user performance data collection.
Q11. What can be used to improve the effectiveness of serious games?
The information gained from fMRI can be used, for example, to improve the effectiveness of serious games or how games affect the player’s brain.
Q12. What is the method of enhancing game adaptivity?
In the context of using neuroscientific methods to enhance game adaptivity to the user, again the high temporal resolution of EEG is the most advantageous, since there is no time delay when the electrical activity of the brain is fed back to the gamer in real time during interacting with a game.
Q13. How can the authors identify what cognitive processes or factors are involved in one specific task?
By theory-based analysing the subjects’ task with psychometric methods, it is possible to identify what cognitive processes or factors are involved in one specific task.
Q14. What can be used for monitoring and assessing cognitive processes in serious games and virtual environments?
Different neurophysiological methods can be used for monitoring and assessing cognitive processes in serious games and virtual environments.
Q15. What is the difference between fNIRS and fMRI?
fNIRS allows for the recording of changes in the BOLD response with a much higher temporal resolution than fMRI but at the costs of lower spatial resolution and no sensitivity to haemodynamic activity in deep brain regions.
Q16. What is the common type of relationship between oxygenation levels and task difficulty?
An inverted U-type relationship where oxygenation levels increased with increasing task difficulty until it became too difficult and then they started to decline was observed.
Q17. What is the main argument for the study design of serious games?
The authors thus argue that effective study design for serious games should avoid such dilemmas by focussing specifically on direct task performance as a correlate of device measurements.
Q18. What is the main challenge to generalizing these assertions?
Generalizing these assertions, however, is challenging, given the task-specificity of many studies, and the complexity of the underlying physiological system.