scholarly journals Playing Tetris Lets You Rate Odors as Less Intense

2021 ◽  
Vol 12 ◽  
Author(s):  
Stephan Schadll ◽  
Rea Rodriguez-Raecke ◽  
Lennart Heim ◽  
Jessica Freiherr
Keyword(s):  
Cognitive Load ◽  
Video Game ◽  
Real Life ◽  
Load Condition ◽  
Overweight And Obesity ◽  
Odor Intensity ◽  
Difficulty Level ◽  
Taste Intensity ◽  
Food Odors ◽  
Watching Tv

Overweight and obesity are considered a huge problem in modern societies. Previous studies have shown that people who are regularly distracted by playing videogames or watching TV while eating are more likely to be overweight and that the number of people that are gaming worldwide is rising. Further, it has been established that both, watching TV or playing video games lead to an increased snack intake and a lower rating of perceived taste intensity. Since flavor perception is accomplished not only by the sense of taste but also the sense of smell, we investigated the influence of cognitive load created by playing a video game on odor intensity perception. The participants played a low or high difficulty version of Tetris while presented with odors of food and non-food items. A higher skin conductance response (SCR) along with a decrease in task performance verified that the higher difficulty level leads to a higher cognitive load. Our behavioral data indicates a significant decrease in intensity estimates of food odors and non-food odors during the high compared to low cognitive load condition. We conclude that odor intensity estimation is influenced by real-life cognitive tasks which might in turn lead to overeating while distracted.

scholarly journals Pupillary Responses for Cognitive Load Measurement to Classify Difficulty Levels in an Educational Video Game: Empirical Study

10.2196/21620 ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e21620
Author(s):  
Hugo Mitre-Hernandez ◽  
Roberto Covarrubias Carrillo ◽  
Carlos Lara-Alvarez
Keyword(s):  
Cognitive Load ◽  
Video Game ◽  
Pupil Size ◽  
Pupillary Response ◽  
Difficulty Level ◽  
Educational Video ◽  
Data Set ◽  
Pupillary Responses ◽  
Perceived Difficulty ◽  
Significant Difference

Background A learning task recurrently perceived as easy (or hard) may cause poor learning results. Gamer data such as errors, attempts, or time to finish a challenge are widely used to estimate the perceived difficulty level. In other contexts, pupillometry is widely used to measure cognitive load (mental effort); hence, this may describe the perceived task difficulty. Objective This study aims to assess the use of task-evoked pupillary responses to measure the cognitive load measure for describing the difficulty levels in a video game. In addition, it proposes an image filter to better estimate baseline pupil size and to reduce the screen luminescence effect. Methods We conducted an experiment that compares the baseline estimated from our filter against that estimated from common approaches. Then, a classifier with different pupil features was used to classify the difficulty of a data set containing information from students playing a video game for practicing math fractions. Results We observed that the proposed filter better estimates a baseline. Mauchly’s test of sphericity indicated that the assumption of sphericity had been violated (χ214=0.05; P=.001); therefore, a Greenhouse-Geisser correction was used (ε=0.47). There was a significant difference in mean pupil diameter change (MPDC) estimated from different baseline images with the scramble filter (F5,78=30.965; P<.001). Moreover, according to the Wilcoxon signed rank test, pupillary response features that better describe the difficulty level were MPDC (z=−2.15; P=.03) and peak dilation (z=−3.58; P<.001). A random forest classifier for easy and hard levels of difficulty showed an accuracy of 75% when the gamer data were used, but the accuracy increased to 87.5% when pupillary measurements were included. Conclusions The screen luminescence effect on pupil size is reduced with a scrambled filter on the background video game image. Finally, pupillary response data can improve classifier accuracy for the perceived difficulty of levels in educational video games.

scholarly journals Pupillary Responses for Cognitive Load Measurement to Classify Difficulty Levels in an Educational Video Game: Empirical Study (Preprint)

2020 ◽  
Author(s):  
Hugo Mitre-Hernandez ◽  
Roberto Covarrubias Carrillo ◽  
Carlos Lara-Alvarez
Keyword(s):  
Cognitive Load ◽  
Video Game ◽  
Pupil Size ◽  
Pupillary Response ◽  
Difficulty Level ◽  
Educational Video ◽  
Data Set ◽  
Pupillary Responses ◽  
Perceived Difficulty ◽  
Significant Difference

BACKGROUND A learning task recurrently perceived as easy (or hard) may cause poor learning results. Gamer data such as errors, attempts, or time to finish a challenge are widely used to estimate the perceived difficulty level. In other contexts, pupillometry is widely used to measure cognitive load (mental effort); hence, this may describe the perceived task difficulty. OBJECTIVE This study aims to assess the use of task-evoked pupillary responses to measure the cognitive load measure for describing the difficulty levels in a video game. In addition, it proposes an image filter to better estimate baseline pupil size and to reduce the screen luminescence effect. METHODS We conducted an experiment that compares the baseline estimated from our filter against that estimated from common approaches. Then, a classifier with different pupil features was used to classify the difficulty of a data set containing information from students playing a video game for practicing math fractions. RESULTS We observed that the proposed filter better estimates a baseline. Mauchly’s test of sphericity indicated that the assumption of sphericity had been violated (χ<sup>2</sup><sub>14</sub>=0.05; <i>P</i>=.001); therefore, a Greenhouse-Geisser correction was used (ε=0.47). There was a significant difference in mean pupil diameter change (MPDC) estimated from different baseline images with the scramble filter (<i>F</i><sub>5,78</sub>=30.965; <i>P</i>&lt;.001). Moreover, according to the Wilcoxon signed rank test, pupillary response features that better describe the difficulty level were MPDC (<i>z</i>=−2.15; <i>P</i>=.03) and peak dilation (<i>z</i>=−3.58; <i>P</i>&lt;.001). A random forest classifier for easy and hard levels of difficulty showed an accuracy of 75% when the gamer data were used, but the accuracy increased to 87.5% when pupillary measurements were included. CONCLUSIONS The screen luminescence effect on pupil size is reduced with a scrambled filter on the background video game image. Finally, pupillary response data can improve classifier accuracy for the perceived difficulty of levels in educational video games.

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

scholarly journals The role of cognitive load in modulating social looking: a mobile eye tracking study

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Laura J. Bianchi ◽  
Alan Kingstone ◽  
Evan F. Risko
Keyword(s):  
Cognitive Load ◽  
Load Condition ◽  
Social Situation ◽  
Lower Proportion ◽  
Eye Tracker ◽  
Attentional Resources ◽  
Subject Design ◽  
Video Experiment ◽  
Back Task

Abstract The effect of cognitive load on social attention was examined across three experiments in a live pedestrian passing scenario (Experiments 1 and 2) and with the same scenario presented as a video (Experiment 3). In all three experiments, the load was manipulated using an auditory 2-back task. While the participant was wearing a mobile eye-tracker, the participant’s fixation behavior toward a confederate was recorded and analyzed based on temporal proximity from the confederate (near or far) and the specific regions of the confederate being observed (i.e., head or body). In Experiment 1 we demonstrated an effect of cognitive load such that there was a lower proportion of fixations and time spent fixating toward the confederate in the load condition. A similar pattern of results was found in Experiment 2 when a within-subject design was used. In Experiment 3, which employed a less authentic social situation (i.e., video), a similar effect of cognitive load was observed. Collectively, these results suggest attentional resources play a central role in social attentional behaviors in both authentic (real-world) and less authentic (video recorded) situations.

scholarly journals Cognitive Load Alters Neuronal Processing of Food Odors

2017 ◽  
Vol 42 (9) ◽  
pp. 723-736 ◽  
Author(s):  
Sonja Maria Hoffmann-Hensel ◽  
Rik Sijben ◽  
Rea Rodriguez-Raecke ◽  
Jessica Freiherr
Keyword(s):  
Cognitive Load ◽  
Food Odors ◽  
Neuronal Processing

Estimating cognitive load from speech gathered in a complex real-life training exercise

2019 ◽  
Vol 124 ◽  
pp. 116-133 ◽  
Author(s):  
Maria Vukovic ◽  
Vidhyasaharan Sethu ◽  
Jessica Parker ◽  
Lawrence Cavedon ◽  
Margaret Lech ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Real Life ◽  
Training Exercise

Gaming as a Woman

2013 ◽  
pp. 106-122 ◽  
Author(s):  
Kristen B. Miller
Keyword(s):  
Video Games ◽  
Gender Gap ◽  
Virtual Worlds ◽  
Online Communities ◽  
Video Game ◽  
Real Life ◽  
Rock Band ◽  
Affinity Groups ◽  
Males And Females

This chapter reports the findings of two surveys taken by players of the video game Rock Band. The purpose of the surveys was to determine what differences, if any, exist between the ways that males and females learn to play the game, are motivated to improve, interact with other players both online and in real life, and interact with other players in online communities for the game. This study suggests that while females do not appear to learn to play this game much differently from males, they are motivated differently and interact with other players differently, and ultimately they have a harder time than males finding a place in the affinity groups that exist for the game, and these findings provide starting points for teachers who intend to use video games and virtual worlds for educational purposes in guarding against creating a “gender gap” between males and females.

Asteroids: The Real-Life Video Game

2021 ◽  
pp. 73-77
Author(s):  
Jenn Dlugos ◽  
Charlie Hatton
Keyword(s):  
Video Game ◽  
Real Life ◽  
The Real
Sign in / Sign up

Export Citation Format

Share Document