How feedback boosts motivation and play in a brain-training game

AbstractGames are important vehicles for learning and behavior change as long as players are motivated to continue playing. We study the impact of verbal feedback in stimulating player motivation and future play in a brain-training game. We conducted a 2 (feedback valence: positive vs. negative)×3 (feedback type: descriptive, comparative, evaluative) between-subjects experiment (N=157, 69.4% female, Mage=32.07). After playing a brain-training game and receiving feedback, we tapped players’ need satisfaction, motivation and intention to play the game again. Results demonstrate that evaluative feedback increases, while comparative feedback decreases future game play. Furthermore, negative feedback decreases players’ feeling of competence, but also increases immediate game play. Positive feedback, in contrast, satisfies competence and autonomy needs, thereby boosting intrinsic motivation. Negative feedback thus motivates players to repair poor short-term performances, while positive feedback is more powerful in fostering long-term motivation and play

Boost: Improving Mindfulness, Thinking, and Diversity

Many important decisions can be difficult; require focused, cognitive attention; produce delayed, noisy feedback; benefit from careful and clear thinking; and quite often trigger anxiety, stress, and other strong, negative emotions. Much empirical, experimental, and field research finds that we often make decisions leading to outcomes we judge as suboptimal. These studies have contributed to the popularity of the idea of nudging people to achieve better outcomes by changing how choices and information are framed and presented (also known as choice architecture and information architecture). Although choice architecture and information architecture can nudge people into better outcomes, choice architecture and information architecture also assume implicitly or explicitly that people’s decision-making competencies are immutable or too costly to improve and, therefore, choice architecture and information architecture fail to improve people’s decision-making competencies. This Article advocates boosts to improve mindfulness, thinking, and diversity. Boosts differ from nudges in that boosts aim to improve decision-making competencies, instead of just decisionmaking outcomes. Mindfulness involves paying attention to life in an intentional way as it unfolds moment to moment. Mindfulness improves decision-making through many pathways, including by reducing stress and negative emotions. Recent economic research demonstrates that many cognitive biases exemplify lack of mindfulness about particular aspects of life. Thinking boosts include thinking technologies and diversity. Thinking technologies involve computer or digital technologies to assist people in their thinking. Examples of novel, fun thinking technologies include a financial entertainment computer video game where a player is a vampire managing a blood bar and planning for retirement, and video adventure games designed to teach players to recognize and mitigate their cognitive biases. Diversity creates bonuses for organizations by improving decision-making, creativity, innovation, prediction, problem-solving, and productivity

Boost: Improving Mindfulness, Thinking, and Diversity

Many important decisions can be difficult; require focused, cognitive attention; produce delayed, noisy feedback; benefit from careful and clear thinking; and quite often trigger anxiety, stress, and other strong, negative emotions. Much empirical, experimental, and field research finds that we often make decisions leading to outcomes we judge as suboptimal. These studies have contributed to the popularity of the idea of nudging people to achieve better outcomes by changing how choices and information are framed and presented (also known as choice architecture and information architecture). Although choice architecture and information architecture can nudge people into better outcomes, choice architecture and information architecture also assume implicitly or explicitly that people’s decision-making competencies are immutable or too costly to improve and, therefore, choice architecture and information architecture fail to improve people’s decision-making competencies. This Article advocates boosts to improve mindfulness, thinking, and diversity. Boosts differ from nudges in that boosts aim to improve decision-making competencies, instead of just decisionmaking outcomes. Mindfulness involves paying attention to life in an intentional way as it unfolds moment to moment. Mindfulness improves decision-making through many pathways, including by reducing stress and negative emotions. Recent economic research demonstrates that many cognitive biases exemplify lack of mindfulness about particular aspects of life. Thinking boosts include thinking technologies and diversity. Thinking technologies involve computer or digital technologies to assist people in their thinking. Examples of novel, fun thinking technologies include a financial entertainment computer video game where a player is a vampire managing a blood bar and planning for retirement, and video adventure games designed to teach players to recognize and mitigate their cognitive biases. Diversity creates bonuses for organizations by improving decision-making, creativity, innovation, prediction, problem-solving, and productivity

Implementing Performance Accommodation Mechanisms in Online BCI for Stroke Rehabilitation: A Study on Perceived Control and Frustration

Brain–computer interfaces (BCIs) are successfully used for stroke rehabilitation, but the training is repetitive and patients can lose the motivation to train. Moreover, controlling the BCI may be difficult, which causes frustration and leads to even worse control. Patients might not adhere to the regimen due to frustration and lack of motivation/engagement. The aim of this study was to implement three performance accommodation mechanisms (PAMs) in an online motor imagery-based BCI to aid people and evaluate their perceived control and frustration. Nineteen healthy participants controlled a fishing game with a BCI in four conditions: (1) no help, (2) augmented success (augmented successful BCI-attempt), (3) mitigated failure (turn unsuccessful BCI-attempt into neutral output), and (4) override input (turn unsuccessful BCI-attempt into successful output). Each condition was followed-up and assessed with Likert-scale questionnaires and a post-experiment interview. Perceived control and frustration were best predicted by the amount of positive feedback the participant received. PAM-help increased perceived control for poor BCI-users but decreased it for good BCI-users. The input override PAM frustrated the users the most, and they differed in how they wanted to be helped. By using PAMs, developers have more freedom to create engaging stroke rehabilitation games

THERAPEUTIC STRATEGY IN GAMIFICATION AND GAME BASED LEARNING FOR ELDERLY PEOPLE IN THAILAND

Purpose: This study aims to review the literature of the therapeutic strategies in gamification and a game-based learning for elderly people. During the increasing of the aging city in Thailand, how to prepare and how to live up the society are challenged. Gamification as a Game-based learning is a key issue in terms of conception. The conception of the game focuses on establishing trust with players and finding the right way to motivate the players to care for their health and to encourage the players to set goals. Methodology:A survey of healthcare for aging people was conducted in regard to technology-driven gamification.Gamified training appears to be highly engaging and does boost participant motivation.The survey attempts to examine Thai culture in terms of game technology and family networks and supports the influence the health-promoting behaviors among older persons. Main Findings:The reviews illustrate the role of game-based learning in therapeutic strategies. In accordance with the Gamification Concept, the concepts of games are broad in scope,encompassing various contexts, such as training. The results of this findings may influence Thai elderly to care their healthy by using gamification. The game design shows the Health Care Training Game and Gamification prototype. Implications:Gamification strategies may contribute to sustainable healthcare in Thailand.The designing game examines the therapeutic strategy game by establishing a technology-driven trust relationship with players, and then determining the best way to motivate the players to care for their health. Originality:Knowledge and skills can be improved by using game-based learning. A learning game is a self-contained unit with start, game play and ending activities. The games are based on a combination of well-known game-design principles and principles of task-oriented training and involve the manipulation of everyday physical objects

The Gamification Framework of Military Flight Simulator for Effective Learning and Training Environment

The purpose of this thesis is to develop a framework for the gamification of flight simulators to provide an active learning and training environment for military jet pilots. Currently, with the development of visual displays and computer processing capabilities, the modern simulator has made great progress in visual and auditory terms that is incomparable to the past. In addition, functions that were previously implemented through supercomputers and complex hardware devices are now available through desktop computers at an affordable cost. Despite these advances, the simulators so far are thought to have been negligent in building an active learning and training environment for users, focusing only on such things as sound and visual immersion and training requirements. On top of that, misbelief in the effectiveness of pilots\u27 flight simulators, old paradigms failing to keep up with computer technology, and lack of instructor manpower have not led to the progress of simulator training programs. Meanwhile, studies show that the gamified system, which has become an increasingly hot topic in business, health care, and education over the past decade, has made users more motivated and actively engaged in the use of specific platforms. And the resulting effect was also positive. This Research aimed: (1) to examine a research-based Gamification Framework to understand the concept of a gamified system, (2) to identify pilots\u27 flight training needs and motivations, (3) and finally to suggest evaluation tool with example. The Gamification Framework of Flight Simulator(GFFS) was designed on the basis of research and a survey conducted for Korean Air Force fighter pilots for detailed Gamified Flight Simulator(GFS) evaluation tool. GFFS was modified and applied from Kim\u27s gamification framework and the Octalysis framework was used to identify and compare pilots\u27 needs and motivation factors

Motor games for learning fundamental motor skills

Active Initiation Guidelines recommend that children up to age 5 years engage in daily physical activity to develop basic motor skills for health-related fitness. However, many entering kindergarten today have low motor skills and many more are predicted to have lower motor coordination skills tomorrow. Recent studies suggest that children who do not adequately develop their movement skills and fitness levels in early childhood will fail to progress them later in life. This chapter presents a literature review of motor competence in young children and suggests game playing as a means for preschoolers to learn fundamental motor skills in locomotor and object control skills