1
|
Freichel R, Christensen E, Mrkonja L, de Jong PJ, Cousijn J, Franken I, Yücel M, Lee R, Veer IM, Albertella L, Wiers RW. Attentional Biases and Their Association with Substance-Use-Related Problems and Addictive Behaviors: The Utility of a Gamified Value-Modulated Attentional Capture Task. Addict Behav Rep 2024; 19:100534. [PMID: 38404750 PMCID: PMC10885317 DOI: 10.1016/j.abrep.2024.100534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2023] [Revised: 02/05/2024] [Accepted: 02/11/2024] [Indexed: 02/27/2024] Open
Abstract
Background Attentional biases towards reward stimuli have been implicated in substance use-related problems. The value-modulated attentional capture (VMAC) task assesses such reward-related biases. The VMAC task widely used in lab studies tends to be monotonous and susceptible to low effort. We therefore tested a gamified online version of the VMAC that aimed to increase participant engagement. Our goal was to examine how VMAC is associated with substance use-related problems and addictive behaviors, and whether this association is moderated by cognitive control. Methods We recruited 285 participants from an online community, including heavy alcohol users. All participants completed a novel gamified version of the VMAC task, measures of substance use and addictive behaviors (addictive-like eating behavior, problematic smartphone use), the WebExec measure of problems with executive functions, and the Stroop Adaptive Deadline Task (SDL) as a measure of cognitive control. Results The gamified VMAC task successfully identified value-modulated attentional capture effects towards high-reward stimuli. We found no significant associations between VMAC scores, problematic alcohol or cannabis use, addictive behaviors, or any moderation by a behavioral measure of cognitive control. Exploratory analyses revealed that self-reported cognitive problems were associated with more alcohol-, and cannabis-related problems, and addictive behaviors. Greater attentional capture (VMAC) was associated with more cannabis use-related problems among individuals with higher levels of self-reported cognitive problems. Conclusions Our study is one of the first to demonstrate the utility of the gamified version of the VMAC task in capturing attentional reward biases. Self-reported problems with cognitive functions represent a key dimension associated with substance use-related problems and addictive behaviors.
Collapse
Affiliation(s)
- René Freichel
- Addiction Development and Psychopathology (ADAPT)-lab, Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands
| | - Erynn Christensen
- BrainPark, Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Clayton, Australia BrainPark, Clayton, Australia
| | - Lana Mrkonja
- Addiction Development and Psychopathology (ADAPT)-lab, Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands
| | - Peter J. de Jong
- Department of Clinical Psychology and Experimental Psychopathology, University of Groningen, Groningen, the Netherlands
| | - Janna Cousijn
- Center for Substance Use and Addiction Research (CESAR), Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, the Netherlands
| | - Ingmar Franken
- Center for Substance Use and Addiction Research (CESAR), Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, Rotterdam, the Netherlands
| | - Murat Yücel
- BrainPark, Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Clayton, Australia BrainPark, Clayton, Australia
- QIMR Berghofer Medical Research Institute, Brisbane, QLD, Australia
| | - Rico Lee
- BrainPark, Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Clayton, Australia BrainPark, Clayton, Australia
- Melbourne School of Psychological Sciences, University of Melbourne, Parkville, VIC, Australia
| | - Ilya M. Veer
- Addiction Development and Psychopathology (ADAPT)-lab, Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands
| | - Lucy Albertella
- BrainPark, Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Clayton, Australia BrainPark, Clayton, Australia
| | - Reinout W. Wiers
- Addiction Development and Psychopathology (ADAPT)-lab, Department of Psychology, University of Amsterdam, Amsterdam, the Netherlands
- Center for Urban Mental Health, University of Amsterdam, Amsterdam, the Netherlands
| |
Collapse
|
2
|
De Nicolò M, Kanatschnig T, Hons M, Wood G, Kiili K, Moeller K, Greipl S, Ninaus M, Kober SE. Engaging learners with games-Insights from functional near-infrared spectroscopy. PLoS One 2023; 18:e0286450. [PMID: 37279251 PMCID: PMC10243642 DOI: 10.1371/journal.pone.0286450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 05/16/2023] [Indexed: 06/08/2023] Open
Abstract
The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little is known about the underlying neural mechanisms of game-based learning. In the current study, we added game elements to a number line estimation task assessing fraction understanding and compared brain activation patterns to a non-game-based task version. Forty-one participants performed both task versions in counterbalanced order while frontal brain activation patterns were assessed using near-infrared spectroscopy (within-subject, cross-sectional study design). Additionally, heart rate, subjective user experience, and task performance were recorded. Task performance, mood, flow experience, as well as heart rate did not differ between task versions. However, the game-based task-version was rated as more attractive, stimulating and novel compared to the non-game-based task version. Additionally, completing the game-based task version was associated with stronger activation in frontal brain areas generally involved in emotional and reward processing as well as attentional processes. These results provide new neurofunctional evidence substantiating that game elements in learning tasks seem to facilitate learning through emotional and cognitive engagement.
Collapse
Affiliation(s)
| | | | - Manuel Hons
- Institute of Psychology, University of Graz, Graz, Austria
| | - Guilherme Wood
- Institute of Psychology, University of Graz, Graz, Austria
- BioTechMed-Graz, Graz, Austria
| | - Kristian Kiili
- Faculty of Education and Culture, Tampere University, Tampere, Finland
| | - Korbinian Moeller
- Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, United Kingdom
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
| | - Simon Greipl
- Department of Media and Communication, Ludwig Maximilian University of Munich, Munich, Germany
| | - Manuel Ninaus
- Institute of Psychology, University of Graz, Graz, Austria
- LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
| | - Silvia Erika Kober
- Institute of Psychology, University of Graz, Graz, Austria
- BioTechMed-Graz, Graz, Austria
| |
Collapse
|
3
|
Scharinger C, Prislan L, Bernecker K, Ninaus M. Gamification of an n-back working memory task - is it worth the effort? An EEG and eye-tracking study. Biol Psychol 2023; 179:108545. [PMID: 36965785 DOI: 10.1016/j.biopsycho.2023.108545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 03/21/2023] [Accepted: 03/22/2023] [Indexed: 03/27/2023]
Abstract
Gamification of cognitive tasks might positively affect emotional-motivational factors (emotional design perspective) or negatively affect cognitive factors like working memory load (minimalistic design perspective). The current study examined the effects of gamification in a spatial n-back working memory task on task performance, task load (i.e., working memory load and effort), and subjective task experience. Task load was assessed by the physiological process measures pupil dilation and EEG theta (4 - 6Hz) and alpha (8 - 13Hz) frequency band power. Gamification was achieved by elements of emotional design (i.e., the visual screen design using, e.g., color, cartoon figures as n-back stimuli, and a narrative embedding of the task). While EEG and eye-tracking were recorded, participants conducted gamified and non-gamified 1-back and 2-back load levels. The gamification resulted in positive effects on subjective task experience and affect. Despite these effects, gamification did not affect task performance and task load. However, exploratory analyses revealed increased EEG theta power at right-parietal electrodes for gamified task versions compared to non-gamified ones. Potentially, this effect might indicate participants' increased effort or concentration in the gamified n-back task. In line with an emotional design perspective, gamification positively altered subjective task experience and affect without hampering task performance and therefore justify the extra effort of implementing game elements.
Collapse
Affiliation(s)
| | - Laura Prislan
- Department of Teaching and Learning with Intelligent Systems (LLiS), University of Stuttgart, Germany
| | - Katharina Bernecker
- Department of Psychology - Psychology of Motivation, Volition, and Emotion, University of Zurich, Switzerland
| | - Manuel Ninaus
- Institute of Psychology, University of Graz, Austria; LEAD Graduate School and Research Network, University of Tübingen, Germany
| |
Collapse
|
4
|
Different aspects of fraction understanding are associated selectively with performance on a fraction learning game. PROGRESS IN BRAIN RESEARCH 2023; 276:63-91. [PMID: 37061294 DOI: 10.1016/bs.pbr.2023.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
Abstract
Fraction understanding seems a double-edged sword. On the one hand, it is an important predictor of later mathematical achievement. On the other hand, it is also one of the topics students struggle most in secondary math education. To complement traditional instruction, digital learning games were developed and found to successfully foster fraction understanding. However, so far, it is not known to what degree different aspects of fraction understanding (e.g., part-whole relations, fraction magnitude, fraction arithmetic) may be conveyed by such games. The current study evaluated selective associations of in-game performance of the fraction learning game Semideus with specific aspects of fraction understanding assessed using a comprehensive paper-pencil test. In Semideus, seventh graders (Mage=12.3years) from academic track secondary schools in Germany estimated the location of fractions on a number line and compared fractions according to their magnitude. Results replicated previous findings showing that in-game performance was significantly associated with mathematics achievement (i.e., math grades) and basic, whole number arithmetic skills. Moreover, we observed significant associations for aspects of fraction understanding closely matching mechanics of the learning game such as fraction number line estimation, fraction magnitude comparison and fraction ordering. These associations were observed for accuracy on the game's fraction learning tasks (e.g., estimation accuracy on the number line) but also generalized to game-based metrics such as virtual incentives (i.e., stars awarded in the game). This implies that the actual game mechanic may help to convey aspects of fraction understanding, substantiating ideas of intrinsic integration in game design.
Collapse
|
5
|
García-Martín J, García-Sánchez JN. The Digital Divide of Know-How and Use of Digital Technologies in Higher Education: The Case of a College in Latin America in the COVID-19 Era. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:3358. [PMID: 35329046 PMCID: PMC8954789 DOI: 10.3390/ijerph19063358] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Revised: 03/07/2022] [Accepted: 03/09/2022] [Indexed: 12/15/2022]
Abstract
To determine whether or not digital inequalities exist, the frequency, duration, satisfaction, importance, and perceived competence of eighteen groups of digital tools during the COVID-19 pandemic confinement were examined. An online survey was administered to 2882 Latin American university students (49% female; M = 21.3 years). The following items are checked: (1) increased digital inequalities during the pandemic; (2) adequate reliability and validity of the Digital Technology Survey (DTS) instrument; (3) patterns of digital inequalities to the detriment of men, lower strata and unemployed people; and (4) evidence that the importance of digital activities as a causal factor on satisfaction with such digital activities as an outcome is mediated by the purpose of use and communication recipients, but not by strata or employment status, nor moderated by gender. The results are discussed in the light of previous studies, the limitations of the study and future perspectives.
Collapse
Affiliation(s)
- Judit García-Martín
- Department of Developmental and Educational Psychology, Universidad de Salamanca, 37008 Salamanca, Spain
| | | |
Collapse
|
6
|
Schroeder PA, Lohmann J, Ninaus M. Preserved Inhibitory Control Deficits of Overweight Participants in a Gamified Stop-Signal Task: Experimental Study of Validity. JMIR Serious Games 2021; 9:e25063. [PMID: 33709936 PMCID: PMC8092187 DOI: 10.2196/25063] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 01/29/2021] [Accepted: 02/12/2021] [Indexed: 12/29/2022] Open
Abstract
Background Gamification in mental health could increase training adherence, motivation, and transfer effects, but the external validity of gamified tasks is unclear. This study documents that gamified task variants can show preserved associations between markers of behavioral deficits and health-related variables. We draw on the inhibitory control deficit in overweight populations to investigate effects of gamification on performance measures in a web-based experimental task. Objective This study tested whether associations between inhibitory control and overweight were preserved in a gamified stop-signal task (SST). Methods Two versions of an adaptive SST were developed and tested in an online experiment. Participants (n=111) were randomized to 1 of the 2 task variants and completed a series of questionnaires along with either the gamified SST or a conventional SST. To maximize its possible effects on participants’ inhibitory control, the gamified SST included multiple game elements in addition to the task itself and the stimuli. Both variants drew on the identical core mechanics, but the gamified variant included an additional narrative, graphical theme, scoring system with visual and emotional feedback, and the presence of a companion character. In both tasks, food and neutral low-poly stimuli were classified based on their color tone (go trials), but responses were withheld in 25% of the trials (stop trials). Mean go reaction times and stop-signal reaction times (SSRT) were analyzed as measures of performance and inhibitory control. Results Participants in the gamified SST had longer reaction times (803 [SD 179] ms vs 607 [SD 90] ms) and worse inhibitory control (SSRT 383 [SD 109] ms vs 297 [SD 45] ms). The association of BMI with inhibitory control was relatively small (r=.155, 95% CI .013-.290). Overweight participants had longer reaction times (752 [SD 217] ms vs 672 [SD 137] ms) and SSRTs (363 [SD 116] ms vs 326 [SD 77] ms). Gamification did not interact with the effect of overweight on mean performance or inhibitory control. There were no effects of gamification on mood and user experience, despite a negative effect on perceived efficiency. Conclusions The detrimental effects of heightened BMI on inhibitory control were preserved in a gamified version of the SST. Overall, the effects of overweight were smaller than in previously published web-based and laboratory studies. Gamification elements can impact behavioral performance, but gamified tasks can still assess inhibitory control deficits. Although our results are promising, according validations may differ for other types of behavior, gamification, and health variables.
Collapse
Affiliation(s)
| | - Johannes Lohmann
- Department of Computer Science, Cognitive Modeling, University of Tübingen, Tübingen, Germany
| | - Manuel Ninaus
- Department of Psychology, University of Innsbruck, Innsbruck, Austria.,Leibniz-Institut für Wissensmedien, Tübingen, Germany.,LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany
| |
Collapse
|