scholarly journals Serious Games Application for Memory Training Using Egocentric Images

2017 ◽  
pp. 120-130 ◽  
Author(s):  
Gabriel Oliveira-Barra ◽  
Marc Bolaños ◽  
Estefania Talavera ◽  
Adrián Dueñas ◽  
Olga Gelonch ◽  
...  
Keyword(s):  
Serious Games ◽  
Memory Training

ADE2: Towards a Method for Implementing Serious Games for Older People's Memory Training

2021 ◽  
Author(s):  
Priscila Cedillo ◽  
Jefferson Arias ◽  
Emily Arteaga ◽  
Cristina Sánchez-Zhunio ◽  
Daniela Prado-Cabrera
Keyword(s):  
Serious Games ◽  
Memory Training

scholarly journals ADE2: Towards a Method for Implementing Serious Games for Older People's Memory Training

2021 ◽  
Author(s):  
Priscila Cedillo ◽  
Jefferson Arias ◽  
Emily Arteaga ◽  
Cristina Sánchez-Zhunio ◽  
Daniela Prado-Cabrera
Keyword(s):  
Serious Games ◽  
Memory Training

scholarly journals The Use of Player-centered Positive Reinforcement to Schedule In-game Rewards Increases Enjoyment and Performance in a Serious Game

2014 ◽  
Vol 1 (4) ◽  
Author(s):  
Aniket Nagle ◽  
Peter Wolf ◽  
Robert Riener ◽  
Domen Novak
Keyword(s):  
Serious Games ◽  
Positive Reinforcement ◽  
Fixed Ratio ◽  
Serious Game ◽  
Ratio Schedule ◽  
Memory Training ◽  
Variable Ratio ◽  
Fixed Ratio Schedule ◽  
Variable Ratio Schedule ◽  
And Performance

Among the methods used to increase enjoyment and performance in serious games, reward schedules, i.e., determining when in-game rewards should be given, have not been sufficiently explored. In the present study, we designed a simple memory training serious game and compared two methods of scheduling rewards, both based on the paradigm of positive reinforcement: fixed ratio schedule, in which rewards were given after a fixed number of correct responses, and variable ratio schedule, in which rewards were given after an unpredictable number of correct responses. To account for the variability in player preference for rewards, a player-centered sub-mode was included in both schedules by adjusting the schedule ratio according to player preference for rewards. The effectiveness of this approach was tested by comparing it against two more sub-modes: one which used a predetermined ratio, and another which set the ratio to the opposite of player preference. The game was put online and tested with 210 participants. Enjoyment, performance, duration of gameplay, and likelihood to play again were significantly higher in the player-centered sub-mode than the other sub-modes. On average, the variable-ratio schedule was better in the outcome measures than the fixed-ratio schedule. The results highlight the importance of in-game rewards, and indicate that giving rewards according to a player-centered variable-ratio schedule has the potential to make serious games more effective.

Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

Pattern of Near Transfer Effects Following Working Memory Training With a Dual N-Back Task

2017 ◽  
Vol 64 (4) ◽  
pp. 240-252 ◽  
Author(s):  
Anna Soveri ◽  
Eric P. A. Karlsson ◽  
Otto Waris ◽  
Petra Grönholm-Nyman ◽  
Matti Laine
Keyword(s):  
Working Memory ◽  
Controlled Trial ◽  
Composite Score ◽  
Memory Training ◽  
Interference Control ◽  
Transfer Effects ◽  
Near Transfer ◽  
Randomized Controlled ◽  
Transfer Tasks ◽  
Back Task

Abstract. In a randomized controlled trial, we investigated the pattern of near transfer effects of working memory (WM) training with an adaptive auditory-visuospatial dual n-back training task in healthy young adults. The results revealed significant task-specific transfer to an untrained single n-back task, and more general near transfer to a WM updating composite score plus a nearly significant effect on a composite score measuring interference control in WM. No transfer effects were seen on Active or Passive WM composites. The results are discussed in the light of cognitive versus strategy-related overlap between training and transfer tasks.

Memory Training in the Elderly

1992 ◽  
Author(s):  
P. Verhaeghen ◽  
A. Marcoen ◽  
L. Goossens
Keyword(s):  
The Elderly ◽  
Memory Training

Serious Games and Virtual Worlds: The Next I-O Frontier!

2011 ◽  
Author(s):  
Aarti Shyamsunder ◽  
Michael S. Fetzer ◽  
Wendy L. Bedwell ◽  
Ben Hawkes ◽  
Charles A. Handler ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
Serious Games

Working Memory Training and Transfer to Gf-Evidence for Domain Specificity

2011 ◽  
Author(s):  
Susanne M. Jaeggi ◽  
Martin Buschkuehl ◽  
John Jonides
Keyword(s):  
Working Memory ◽  
Working Memory Training ◽  
Domain Specificity ◽  
Memory Training

The Efficiency of Working Memory Training: An fMRI Study

2014 ◽  
Author(s):  
Tiina Salminen ◽  
Simone Kuhn ◽  
Torsten Schubert
Keyword(s):  
Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Fmri Study
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