Longitudinal analysis of sustained performance on gamified cognitive assessment tasks.

IF 1.7 4区 心理学
Applied Neuropsychology-Adult Pub Date : 2024-07-01 Epub Date: 2022-02-23 DOI:10.1080/23279095.2022.2039931
You Zhi Hu, Jacqueline Urakami, Hsi Tiana Wei, Lauren H Vomberg, Mark Chignell
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引用次数: 0

Abstract

Serious games aim to provide cognitive assessments that are more enjoyable and easier to self-administer, potentially leading to more frequent assessments. We carried out two studies examining the relationship between game-playing enjoyment, game difficulty, and cognitive (game) performance. In the first study, 16 participants played three serious games once a week over four weeks as part of an undergraduate course, but with relatively minor motivation in terms of course credits. In the second study, 14 participants played serious games over six sessions in a period of three weeks. Participants included graduate students receiving credit for the course project (a major component of the grade) and friends and family that they recruited. Performance in the more difficult tasks tended to improve over time in the second study, but not in the first. Participants from the first study showed an overall negative sentiment toward the games. However, participants from the second study enjoyed the majority of games except for the more difficult games that required players to temporarily hold and memorize information. Participants got significantly better in the more difficult working memory games, even though these games were less popular than the simpler games. Our interpretation of the results is that enjoyability is important in encouraging people to keep playing cognitive assessment games as time progresses, and that enjoyability helps in maintaining performance in easy games. Higher motivation on the other hand played a significant role in facilitating learning effects in difficult games as well as in maintaining enjoyability.

对游戏化认知评估任务持续表现的纵向分析。
严肃游戏旨在提供更愉快、更易于自我管理的认知评估,从而可能导致更频繁的评估。我们进行了两项研究,探讨了游戏乐趣、游戏难度和认知(游戏)表现之间的关系。在第一项研究中,16 名参与者在四周内每周玩一次三款严肃游戏,作为本科课程的一部分,但在课程学分方面的动机相对较小。在第二项研究中,14 名参与者在三周内分六次玩了严肃游戏。参与者包括获得课程项目学分(成绩的主要组成部分)的研究生以及他们招募的朋友和家人。在第二项研究中,难度较高的任务的成绩往往会随着时间的推移而提高,但在第一项研究中却没有。第一项研究的参与者对游戏总体上表现出消极情绪。但是,第二次研究的参与者喜欢大多数游戏,除了那些要求参与者暂时保存和记忆信息的高难度游戏。参与者在难度较高的工作记忆游戏中取得了明显的进步,尽管这些游戏不如简单的游戏受欢迎。我们对结果的解释是,随着时间的推移,愉快性对于鼓励人们继续玩认知评估游戏非常重要,而且愉快性有助于保持在简单游戏中的表现。另一方面,较高的动机在促进困难游戏的学习效果以及保持可玩性方面发挥了重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Applied Neuropsychology-Adult
Applied Neuropsychology-Adult CLINICAL NEUROLOGY-PSYCHOLOGY
自引率
11.80%
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0
审稿时长
>12 weeks
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