Mapping attention during gameplay: Assessment of behavioral and ERP markers in an auditory oddball task

A video-game-based method to induce states of high and low flow

Flow has been defined as a state of full immersion that may emerge when the skills of a person match the challenge of an activity. It is a special case of being on task, as during flow, keeping focused on the task feels effortless. Most experimental investigations of the neural or physiological correlates of flow contrast conditions with different levels of challenge. Yet comparing different levels of challenge that are too distant may trigger states where the participant is off task, such as boredom or frustration. Thus, it remains unclear whether previously observed differences ascribed to flow may rather reflect differences in how much participants were on task-trying their best-across the contrasted conditions. To remedy this, we introduce a method to manipulate flow by contrasting two video game play conditions at personalized levels of difficulty calibrated such that participants similarly tried their best in both conditions. Across three experiments (> 90 participants), higher flow was robustly reported in our high-flow than in our low-flow condition (mean effect size d = 1.31). Cardiac, respiratory, and skin conductance measures confirmed the known difference between a period of rest and the two on-task conditions of high and low flow, but failed to distinguish between these latter two. In light of the conflicting findings regarding the physiological correlates of flow, we discuss the importance of ensuring a low-flow baseline condition that maintains participants on task, and propose that the present method provides a methodological advance toward that goal.

School-Based Neurofeedback Training for Sustained Attention

OBJECTIVE

To determine whether in situ neurofeedback training can be used as a tool to build sustained attention in the general student population and whether gains in attention translate to more effective work habits and learning skills.

METHOD

Students participated in attention training game-based neurofeedback in situ for a period of 35 sessions of 25 min each. The study was built as a one-group pretest-posttest quasi-experimental design.

RESULTS

This study supports that classroom-based neurofeedback may be an effective tool to build sustained attention and translate these gains into observable work habits and learning behaviors including planning and organization.

CONCLUSION

Neurofeedback has shown specificity in the treatment of Attention Deficit Hyperactivity Disorder. Published research has not, however, focused on its efficacy in developing attentional capacities in the general population. The promising results of this exploratory investigation warrant further applied research.

Changes in pupil dilation and P300 amplitude indicate the possible involvement of the locus coeruleus-norepinephrine (LC-NE) system in psychological flow

Psychological flow is a state of full task immersion. The present study was conducted to test the hypothesis that psychological flow is positively related to activity of the phasic locus coeruleus-norepinephrine (LC-NE) system, which supports decisions on whether to engage in or disengage from the current activity. Subjective flow was assessed among 36 participants who engaged in a gamified version of the n-back task with various difficulty levels (0, 1, 2, and 3 back). During the tasks, continuous pupil diameter and EEG were recorded. We found that psychological flow and two presumed indicators of the phasic LC-NE activity (pupil dilation and EEG P300 amplitude) fit inverted U-shapes with increasing subjective task difficulty. Moreover, a positive linear relationship between psychological flow and pupil dilation (not with P300) was found. In conclusion, this study indicates the involvement of the LC-NE system in the peak experience of flow.

Behavioral and electroencephalographic evidence for reduced attentional control and performance monitoring in boredom

Boredom, the unfulfilled desire to be engaged in a satisfying mental activity, is an aversive state characterized by poor self-regulation. There is ample evidence that both state and trait boredom are associated with failures of attention in both experimental and everyday settings. The neural correlates of boredom, however, remain underexplored. We recorded electroencephalographic signal from 83 participants during a resting state and while performing a go/no-go task. We found a negative correlation between trait boredom proneness and power in the alpha and theta bands during the resting state. Furthermore, higher levels of task-induced boredom were associated with reduced amplitudes for the P3 and error-related negativity event-related potentials. Increased commission error rates were also associated with higher levels of task-induced boredom. We conclude that state and trait boredom are associated with inadequate engagement of attentional resources.

Hyperfocus: the forgotten frontier of attention

'Hyperfocus' is a phenomenon that reflects one's complete absorption in a task, to a point where a person appears to completely ignore or 'tune out' everything else. Hyperfocus is most often mentioned in the context of autism, schizophrenia, and attention deficit hyperactivity disorder, but research into its effect on cognitive and neural functioning is limited. We propose that hyperfocus is a critically important aspect of cognition, particularly with regard to clinical populations, and that it warrants significant investigation. Hyperfocus, though ostensibly self-explanatory, is poorly defined within the literature. In many cases, hyperfocus goes undefined, relying on the assumption that the reader inherently knows what it entails. Thus, there is no single consensus to what constitutes hyperfocus. Moreover, some studies do not refer to hyperfocus by name, but describe processes that may be related. In this paper, we review how hyperfocus (as well as possibly related phenomena) has been defined and measured, the challenges associated with hyperfocus research, and assess how hyperfocus affects both neurotypical and clinical populations. Using this foundation, we provide constructive criticism about previously used methods and analyses. We also propose an operational definition of hyperfocus for researchers to use moving forward.

A Review on the Role of the Neuroscience of Flow States in the Modern World

Flow states have been shown to help people reach peak performance, yet this elusive state is not easily attained. The review describes the current state of literature on flow by addressing the environmental influences as well as the cognitive and neurocognitive elements that underlie the experience. In particular, the research focusses on the transition of cognitive control from an explicit to an implicit process. This is further expanded upon to look at the current, yet related neurocognitive research of high performance associated with the implicit process of automaticity. Finally, the review focusses on transcranial direct current stimulation (tDCS) as a novel method to facilitates an induction of flow states. Implications are aimed at a general technique to improve on skill acquisition and overall performance.