Final Update December 17, 2014
Group Members Shashank Pawar Game Design and Mechanics Juranee Termnuwong Literature Research Leslie Martinez Design
Affiliations Dr. Bruce Homer Director of Research Associate Professor of Educational Psychology at Graduate Center, CUNY Ph.D. in Human Development and Applied Psychology Dr. Jan Plass Founding Director Paulette Goddard Professor of Digital Media and Learning Sciences, NYU Ph.D. in Educational Technologies
SEPTEMBER OCTOBER Project Timeline Assigned Project Frankenstein Model Paper Prototype Game Board Prototype Game level development
NOVEMBER DECEMBER User testing Game level Cognitive Task Wireframe design Game Engine Framework Redevelopment Development Game Development
January February Game Development Expert & Peer reviews Second Prototype First digital Design Changes Research Design prototype
March April Formal Research Academic Paper TBD
CLIENT REQUEST Evidence Centered Design Problems with Design Analyze Generate Learning Requirements Evaluate Outcomes Ideas Feasibility, motivation, Learning Mechanics learning Learning Scaffolds Refine & Polish Brainstorming Formative Evaluation Quality Assurance Generate Gaming Working Prototype Ideas Physical Prototype Game Mechanics Digital Prototype Visual & Incentive Design Formalize Ideas Combine Ideas Design Documentation Learning Game Design Model (Plass, 2013)
Executive Functions ○ Executive Functions are the cognitive control functions needed when you have to concentrate and think, when acting on your initial impulse might be ill-advised. (Diamond & Lee, 2011) ○ EF - Updating: “Updating can be considered as coding incoming information for relevance to task and then appropriately re-coding the items held in working memory by replacing old irrelevant information with new relevant information.” (Miyake et al., 2000)
Examples of Executive Functions ● Shifting (Mental flexibility) ● Inhibition (Self-control) ● Updating (Working memory) ● Problem Solving ● Reasoning ● Planning
Why only one executive function? ● According to the Unity-Diversity model focusing on a single executive function helps in directly addressing the cognitive and biological underpinnings. (Miyake & Friedman, 2012)
Executive function Games
How will the game help improve cognition? Player will perform: Motivated by: ● • Situated context Working memory tasks ● • Voluntary participation. Sequential memory tasks ● • Engaging content. Active Memory-data • Empathy manipulation.
Cognitive Task Model ● WM task consist of a primary task which consists of the targeted memory task along with a secondary task to distract the person. This is what separates simple memory tasks and working memory tasks. (Conway et al., 2005) ● We have developed our own cognitive task based on the principles of working memory tasks. ● Input Sequence: B,G,Y,R,R,Y,R,B,Y ● Memory Schema: {B,G,Y}, {Y,R,R} --> {R,R,Y},{Y,Y,R} --> {R,Y,Y},{Y,B,Y}, {Y}
Audience Children, ages 7-12, with learning disabilities, specifically those with poor working memory, such as persons with ADHD.
Impact of Poor Working Memory http://www.workingwithadhd.com/wp- http://www.staana.edu. content/uploads/2014/06/MemoryStickyNoteMan.png pe/webtacna/images/stories/tutoria/sindrome_e mperador.jpg http://g.psychcentral. com/news/u/2009/03/adhdassociated withpoormemory.jpg http://ep.yimg.com/ty/cdn/yhst- 55030780566641/DysgraphiaIssues http://cdn.overstock.com/img/mxc/091120_Messy_Room.jpg
Background National Center for Learning Disabilities: http://www.ncld.org •In a government-funded study, Alloway and colleagues tested more than 3,000 grade school and junior high children in the U.K. They found that one in 10 had very poor working memory. •“Ninety-eight percent with poor working memory had very low scores in standardized tests of reading comprehension and math. • When following up six years later, they found working memory to be a more powerful predictor than IQ when it comes to learning.
Literature Review Steven, J., Quittner, A. L., Zuckerman, J. B., & Moore, S. (2002) Examined 3 aspects of Barkley’s (1997) recent model of Attention Deficit ● Hyperactivity Disorder (ADHD)—behavioral inhibition, self-regulation of motivation, and working memory. Utilizing 152 elementary school children ages 7 to 12. Seventy-six children with ● ADHD and 76 children without a psychiatric diagnosis. Results indicated that children with ADHD had deficits in inhibitory control, working ● memory, and short-term memory relative to children without the disorder.
Literature Review Martinussen, R., Hayden, J., Johnson, S. H., & Tannock, R. (2005) To determine the empirical evidence for deficits in working memory (WM) processes in children ● and adolescents with attention-deficit/hyperactivity disorder (ADHD). Exploratory meta-analytic procedures were used to investigate whether children with ADHD ● exhibit WM impairments. Twenty-six empirical research studies published from 1997 to December, 2003 ● Inclusion criteria: Each study had to include an assessment of at least one of the four WM ● components. Evidence of WM impairments in children with ADHD supports recent theoretical models ● implicating WM processes in ADHD.
Literature Review • Klingberg, T., Fernell, E., Olesen, P., Johnson, M., Gustafsson, P., Dahlström, K., ... Westerberg, H. (n.d.)., (2005) 53 children with ADHD, aged 7 to 12 years, without stimulant medication. ● 20 days of computer program treatment for WM (Adaptive Cogmed training vs. a comparison ● program) Measure visuospatial WM task that was not part of the training program. ● There was a significant treatment effect both post-intervention and at follow-up. In addition, ● there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning. WM can be improved by training in children with ADHD. ●
Literature Review • Blackett, R., (2011) ⁃ Tested students pre-training and post-training using standardized test batteries like the Wechsler Intelligence Scale for Children and the Stanford Binet Intelligence Scales. ⁃ Students demonstrated an improvement in Working Memory after using Jungle Memory. • Alloway, T.P. (2012) ⁃ Randomly allocated high school-aged students with learning difficulties into one of two groups. ⁃ The training group participated in an interactive working memory training program. ⁃ The control group received targeted educational support for an equivalent amount of time. ⁃ The training group performed significant better in working memory, vocabulary, and math post-training, while the control group did not show any substantial improvement.
Literature Review • Foy, J. G. & Mann V. A., (2014) ● Children (age average 62.21 months) were randomly assigned to an Adaptive Cognitive Training, ACT (n = 23) or a wait-list control (n = 27) group. ● ACT consisted of 20 minutes per day, 25 days at the beginning of the school year. ● Using Cogmed-JM: Adaptive visuospatial working memory training. ● ACT significantly improved performance in near-transfer (untrained visuospatial test) and far-transfer (tests of verbal working memory and behavioral self- regulation).
Literature Review Source: http://www.cogmed.com/published-research
Prototyping
Prototyping
Visual we tested on Nov. 1 & 2
User Testing ● Played with 16 children from ages 5-12. ● We used our personal contacts to obtain access to children in this age range.
User testing
Survey Methodology ● We used think aloud protocols (Lewis, 1982) for the survey. ● The protocol requires users to speak out whatever is going on in their mind while interacting with the design.
Survey Questions Informally asked the following to all the players Name / Age / Grade ● Did you like the game? ● Did you care about the monkeys? ● Did you understand the rules? ● What did you like? ● What didn't you like? ● What changes would you make? ● What kind of games do you play? ●
Feedback from Players Jungle Fire … Change the name ● Make the rope swing ● Change the rope to a vine ● Make the monkeys jump ● The story doesn’t make sense. There shouldn’t be a fire in a ● rainforest. Add a branch to connect the rope/vine ●
Feedback from Players ● The monkeys are cute! ● “This is actually fun” ● Challenging (in a positive way) ● “I would play this again” ● “It’s not boring”
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