Comparing Drinking Game Motives, Behaviors, and Consequences Among Varsity Athletes, Recreational Athletes, and Non-Student-Athletes: A Multisite University Study

OBJECTIVE

Among college students, student-athletes are at increased risk for heavy alcohol consumption, participation in risky drinking practices (e.g., playing drinking games [DG]), and adverse alcohol-related consequences relative to non-student-athletes. Within the student-athlete population, level of sports participation (e.g., recreational or varsity sports) can affect alcohol use behaviors and consequences, but our understanding of the extent to which level of sports participation influences engagement in DG is limited. Thus, in the present study, we examined differences in frequency of participation in DG, typical drink consumption while playing DG, negative DG consequences, and motives for playing DG among varsity, recreational, and non-student-athletes.

METHOD

College students (n = 7,901 across 12 U.S. colleges/universities) completed questionnaires on alcohol use attitudes, behaviors, and consequences.

RESULTS

Student-athletes (recreational or varsity sports) were more likely to have participated in DG within the past month than non-student-athletes. Among students who reported past-month DG play, recreational athletes played more often and endorsed more enhancement/thrills motives for playing DG than non-student-athletes, and student-athletes (recreational or varsity) endorsed higher levels of competition motives for playing DG than non-student-athletes.

CONCLUSIONS

These findings shed light on some risky drinking patterns and motives of recreational athletes who are often overlooked and under-resourced in health research and clinical practice. Recreational and varsity student-athletes could benefit from alcohol screening and prevention efforts, which can include provision of competitive and alcohol-free social activities and promotion of alcohol protective behavioral strategies to help reduce recreational athletes' risk for harm while playing DG.

Brain responses to positive and negative events in individuals with internet gaming disorder during real gaming

Objective

This study sought to investigate brain responses to positive and negative events in individuals with internet gaming disorder (IGD) during real gaming as a direct assessment of the neural features of IGD. This investigation reflects the neural deficits in individuals with IGD while playing games, providing direct and effective targets for prevention and treatment of IGD.

Methods

Thirty subjects with IGD and fifty-two matched recreational game use (RGU) subjects were scanned while playing an online game. Abnormal brain activities during positive and negative events were detected using a general linear model. Functional connectivity (FC) and correlation analyses between neural features and addiction severity were conducted to provide additional support for the underlying neural features.

Results

Compared to the RGU subjects, the IGD subjects exhibited decreased activation in the dorsolateral prefrontal cortex (DLPFC) during positive events and decreased activation in the middle frontal gyrus (MFG), precentral gyrus and postcentral gyrus during negative events. Decreased FC between the DLPFC and putamen during positive events and between the MFG and amygdala during negative events were observed among the IGD subjects. Neural features and addiction severity were significantly correlated.

Conclusions

Individuals with IGD exhibited deficits in regulating game craving, maladaptive habitual gaming behaviors and negative emotions when experiencing positive and negative events during real game-playing compared to RGU gamers. These abnormalities in neural substrates during real gaming provide direct evidence for explaining why individuals with IGD uncontrollably and continuously engage in game playing, despite negative consequences.

The Theoretical Model of Decision-Making Behaviour Geospatial Analysis Using Data Obtained from the Games of Chess

The game of chess offers a conducive setting to explore basic cognitive processes, including decision-making. The game exercises analytical cause-and-effect thinking skills regardless of the level of play. Moreover, chess portals provide information on the chess games played and serve as a vast database. The numbers of games played thus have the potential to be analyzed comprehensively, including for purposes other than analyzing chess matches only. The primary objective of this study is to develop a methodology for using information obtained from chess games for geospatial social analysis. The assumption is that the methodology will allow for general geographical variation in personality inference in the future, relying on big data from chess databases. Future large-scale studies of the geographical differentiation of personality traits using the developed methodology may be applicable in a number of ways. The results can be used wherever cross-sectional social analyses are needed in the context of personality traits (decision-making) to better understand their geographical background. In turn, the geographical distribution of these traits is accompanied by a range of important social, educational, health, political and economic implications.

Association of Social Gaming with Well-Being (Escape COVID-19): A Sentiment Analysis

BACKGROUND

During the 2020-2021 coronavirus disease 2019 (COVID-19) lockdown, social activities were limited by the government-recommended social distancing guidelines, leading to an abundance of mental health issues.

METHODS

We hypothesized that Twitter sentiment analysis may shed some light on Animal Crossing: New Horizons and its impact on mental health during the COVID-19 pandemic.

RESULTS

We found that social gaming and social media may be used as tools to cope with stress during the COVID-19 pandemic.

CONCLUSIONS

Further research, including randomized study designs and prospective measurements of mental health outcomes related to social gaming behavior are required.

Physical Activity and Enjoyment in Parent-Child Dyads During Shared Physical Activity

Purpose: The purpose of this study was to compare objectively-measured physical activity (PA) and enjoyment of five shared PAs in parent-child dyads. Method: Thirty-one parent-child dyads (mean±SD; age, parents: 38.0 ± 6.6 years, children: 5.9 ± 1.7 years) completed separate PA sessions, which included five standardized PAs (brisk walking, jumping games, dancing, body-weight exercises, and tag games) in random order for each dyad. Parent and child moderate-to-vigorous PA (MVPA) and accelerometer counts per minute (CPM) were measured using Actigraph GT9X activity monitors. The Visual Analog Scale was used to assess enjoyment of children and parents. Repeated measures ANOVAs and paired t-tests determined differences in PA within and between children and parents for the activities, respectively. Friedman Tests with post hoc Wilcoxon signed-rank tests determined significant differences in enjoyment across the activities for children and parents and Wilcoxon signed-rank tests compared enjoyment between children and parents for each PA. Results: Jumping games resulted in the highest proportion of time spent in MVPA and highest overall CPM for children and parents (p < .05). Compared to parents, children spent proportionally more time in MVPA during jumping games, body-weight exercises, and tag games (all, p < .05). Tag games were the most enjoyable PA for children and parents (p < .05). Children enjoyed body-weight exercises more than parents (p < .05). Conclusions: Future indoor PA programs and research interventions that include parent-child dyads should consider implementing jumping games, body-weight exercises, and tag games during shared PA, which resulted in higher MVPA and enjoyment by both children and parents when compared to walking and dancing.

Psychological Resilience, Experimentally Manipulated Social Status, and Dietary Intake among Adolescents

Relative to other racial/ethnic groups in the United States, Hispanic American (HA) youth have higher rates of overweight and obesity. Previous work suggests that low perceived social status (SS) promotes excess caloric intake and, thereby, development of obesity. Psychological resilience may play a role in reducing adverse eating behaviors and risk for obesity. The objective of this study was to investigate whether resilience (as measured by the Connor Davidson Resilience Scale) interacts with experimentally manipulated SS to affect dietary intake among HA adolescents (n = 132). Using a rigged game of Monopoly (Hasbro, Inc.), participants were randomized to a high or low SS condition. Following the Monopoly game, participants consumed an ad libitum lunch and their dietary intake was assessed. There was a significant interaction between resilience and experimentally manipulated SS for total energy intake (p = 0.006), percent energy needs consumed (p = 0.005), and sugar intake (p = 0.004). For the high SS condition, for each increase in resilience score, total energy intake decreased by 7.165 ± 2.866 kcal (p = 0.014) and percent energy needs consumed decreased by 0.394 ± 0.153 (p = 0.011). In the low SS condition, sugar intake increased by 0.621 ± 0.240 g for each increase in resilience score (p = 0.011). After correction for multiple comparisons, the aforementioned interactions, but not simple slopes, were statistically significant.

Shared Situational Awareness in a Professional Soccer Team: An Explorative Analysis of Post-Performance Interviews

Sport science research has done little to elaborate on the cognitive factors that turn a collection of individual players into a coordinated elite team. The purpose of this paper is to clarify if the players and coach of an elite soccer team express shared situational awareness. Ten players and one coach were exposed to twelve video pictures from a previous soccer match, and their statements for each picture were recorded and analyzed using a qualitative approach. Two of five game situations were with ball possession and three out of seven were without ball possession; the player statements are contradictory, with a high threat for inadequate coordination. In seven of the twelve game situations, the players’ statements coincided and expressed a shared situational awareness, with good opportunities for adequate defensive and offensive coordination. In two of the game situations, there was a high threat for inadequate coordination. There was consensus among 9 out of 10 players, but the player with the divergent statement was central in the situation. The procedure followed in the study could be used to elucidate if a team has shared situational awareness and clarify in which situations there exists discrepancies and data that can be used to improve team coordination on and off the field.

Cortical thickness and functional connectivity changes in Chinese chess experts

Background

Repeated practice to acquire expertise could result in the structural and functional changes in relevant brain circuits as a result of long-term potentiation, neurogenesis, glial genesis, and remodeling.

Purpose

The goal of this study is to use surface-based morphology (SBM) to study cortical thickness differences in Chinese chess experts and novices, and to use regions of cortical thickness differences as seeds to guide a resting state connectivity analysis of the same population.

Methods

A raw public dataset from Huaxi MR Research Center consisting of 29 Chinese chess experts and 29 novices was used in this study, with both T1-weighted and resting state functional MRI. Surface based morphometry was performed on the T1 images with the Freesurfur pipeline, with a vertex significance threshold of p<0.05 and a cluster false discovery rate of α < 0.05. Regions with significant differences were used in a seed-based comparison of resting state functional connectivity carried out with Statistical Parameter Mapping (SPM) and the Connectivity Toolbox (CONN). Regions of connectivity differences within groups were computed with a voxel significance threshold of p<0.05 and a cluster false discovery rate of α < 0.01.

Results

Ten regions of the cortex of Chinese chess experts were found to be thinner than chess novices, including regions involved in visual processing, attention, working and episodic memory, and mental imagery, as well as several regions in the prefrontal cortex. There were no regions where experts’ cortices were thicker than novices. Three of the thinner regions exhibited increased functional connectivity to distant brain regions in chess experts.

Conclusions

Brain regions that are structurally affected by chess training are associated with processes that would likely have a high utility in chess expertise. Using a hierarchical control model, we hypothesize that the functional changes linked with some of these structural changes are related to the professionally trained chess players’ ability to perceive and use contextual information, visuospatial perception, and outcome prediction in the domain of chess, all contributing to their exceptional performance.

Effectiveness of board game activities for reducing depression among older adults in adult day care centers of Taiwan: a quasi-experimental study

Depression is common in older adults and is associated with an increased risk of cognitive impairment. To clarify the possible roles of board game use in psychosomatic health promotion, this study evaluated the effects of board game activities in reducing depression in older adults. This was a quasi-experimental study. Purposive sampling was used to select 150 participants aged 65 years and above with intact mental functions who were currently residing in adult day care centers. Seventy-five participants who participated in 12 sessions of selected board game activities were assigned to the experimental group, and 75 participants who adhered to their ordinary activities were allocated to the control group. Structured questionnaires were used for data collection. The board game activities showed promising effects on the depression levels of the investigated older adults living in adult day care centers. Therefore, one possible beneficial effect of board game activities may be reduced depression in older adults. The results of this study provide support for the mediating role of board game activities in the mental health of long-term care elders. Incorporating board game activities into social work may help to make it more diverse and innovative.

Student pharmacist perceptions of learning after strengths-based leadership skills lab and escape room in pharmacy practice skills laboratory

BACKGROUND AND PURPOSE

Leadership is a required component of doctor of pharmacy programs. There is opportunity for students to receive instructional education on leadership concepts through serious games.

EDUCATIONAL ACTIVITY AND SETTING

First-year pharmacy students (n = 146) participated in a required skills-based leadership lab including a team-based escape room activity.

FINDINGS

Students reported a statistically significant increase in understanding of leadership concepts and application at the end of the global lab activities (p < 0.01) and a majority of the students found the escape room activity "very useful" (56%).

SUMMARY

Escape rooms present a unique opportunity to engage students in active learning and problem solving. A majority of the students found the escape room activity useful and enjoyed the interactive application of leadership concepts. Potential challenges to implementing escape rooms such as time to develop, physical space requirements, supplies, and volunteers to facilitate the experience should be considered prior to implementation. Serious gaming is an emerging pedagogy, and this data supplements existing literature to support use in pharmacy education.

Focus on family functioning in anorexia nervosa: new perspectives using the Lausanne Trilogue Play

31 families of female adolescents affected by anorexia nervosa (AN) and 20 of girls with emotional and behavioral disorders participated in a semi-standardized videotaped game: the Lausanne Trilogue Play (LTPc). We aimed to clarify if there is a typical AN family profile and if the LTPc procedure could predict the risk of developing AN. We confirmed that AN families exhibit dysfunctional alliances. Particularly because of the difficulty of the three members to be available to the interaction at least with their body (participation) and to comply with the role expected at each stage of the game (organization). Moreover, these families show a significant worse functioning, especially regards to the mother-daughter phase of the game, in focal attention and affective contact functional levels, while in triadic and couple phases they present lower scores than comparison group in all functional levels. Furthermore, we found that LTPc may predict the possibility of belonging to a family with a daughter with AN rather than one whose daughter has a different disorder. Therefore, LTPc would allow clinicians foresee the risk of developing AN and tailoring the most suitable therapeutic intervention and finally see its effectiveness using LTPc for later follow-up video feedback sessions.

Transferability of a diabetes escape room into an accelerated pharmacy program

BACKGROUND AND PURPOSE

Educational games can be used to increase students' knowledge of diabetes management. Students perceive educational games to be valuable learning tools. This study evaluated the transferability of a serious game, the diabetes escape room, between skills laboratories in a traditional program and an accelerated program. The authors believe that this is a valuable addition to educational methods for students in any pharmacy program.

EDUCATIONAL ACTIVITY AND SETTING

Faculty at an accelerated, three-year pharmacy program replicated a diabetes escape room previously used by a traditional, four-year pharmacy program. The diabetes escape room required students to compete in a team-based educational game in which they solved diabetes-themed puzzles. Students completed pre- and post-game knowledge assessments and a perception survey linked to activity participation. The accelerated program students completed an additional delayed post-game knowledge assessment.

FINDINGS

Students showed a statistically significant difference between pre- and post-game knowledge assessment scores at both institutions as well as in the delayed post-game knowledge assessment implemented at the accelerated program. Perception survey results were statistically significantly higher for the accelerated program, however both cohorts suggested positive perceived engagement with and usefulness of the escape room.

SUMMARY

The use of a diabetes escape room resulted in statistically significant gains in knowledge and positive student perceptions. The diabetes escape room is a transferrable activity that can be used by other colleges or schools of pharmacy.

A Serious Game Approach to Improve Food Behavior in Families-A Pilot Study

The objective of this pilot study was to investigate the effect of a specially developed serious game to improve food behavior in families with children aged 5-13 years using mixed methods. Fourteen families were randomized into a game-group and a non-game-group and divided into age groups (game-children (GC), game-parents (GP), non-game-children (nGC), and non-game-parents (nGP)). The families completed a baseline test, a three-week intervention period with or without a game element, and a follow-up test. Qualitative results showed a positive change in food behavior in all families. Quantitative results mainly showed an effect in food neophobia as a decrease was seen in all groups; however, it was only significant (p < 0.05) in three groups (GP, nGC, nGP). No changes were seen in willingness to taste, and only limited changes in liking and number of words used to describe the stimuli. In conclusion, qualitative results showed positive change in the children's food behavior in most families, indicating a positive effect of performing tastings and tasks together as a family-regardless of the presence of a game element. However, this was not as clear in the quantitative data, indicating that current quantitative tools are less suited to measure complex concepts like willingness to taste.

Game changer: Pharmacy students' perceptions of an educational "Party Hat" game to enhance communication and collaboration skills

BACKGROUND AND PURPOSE

Educational games can be utilized as a tool to enhance communication and collaboration skill development and to bridge the gap between classroom learning and the practice environment. This study explores pharmacy students' perceptions of a game to enhance communication and collaboration.

EDUCATIONAL ACTIVITY AND SETTING

Pre-licenced pharmacy students from an Australian metropolitan university engaged in a "Party Hat" game, where the goal was to communicate and collaborate with their peers to provide a discharge plan for a patient. "Party hats" with different instructions (e.g., agree with everything they say) were randomly provided to all students. Students were not privy to the instruction on their own party hat. The other students in the group were required to adhere to the instruction on their peers' hats while communicating. To gauge barriers to effective communication and collaboration, a debriefing session was conducted and written feedback was obtained. The debriefing session was transcribed verbatim and thematic analysis was conducted.

FINDINGS

Forty-nine students participated in the game. All students provided written feedback, and 15 students participated in the debriefing session. Emergent themes included: (1) inherent biases affecting communication and patient outcomes, (2) importance for an effective group leader, (3) importance for respect for other opinions, and (4) words can affect people.

SUMMARY

Effective communication and collaboration between healthcare professionals is an important skill. Using educational games to engage students is one of the ways in which educators can teach students the importance of delivering effective communication and of engaging in collaboration with their peers for better patient outcomes.

Designed game situations enhance fundamental movement skills in children with Down syndrome

BACKGROUND

This study aimed to compare the effects of a designed program based on games situations with those of a conventional one, the Adapted Physical Education (APE) program, on the fundamental movement skills (FMS) in children with Down Syndrome (DS), aged 6 to 10.

METHODS

Twenty-eight children (13 girls and 15 boys; age 8.84 ± 1.06) with DS participated in this study. The participants were divided into two groups as the experimental group (EG) with 13 children (3 girls and 10 boys) and the control group (CG) composed with 15 children (10 girls and 5 boys). The EG participated in a conceived training program based on games situations along 10 weeks, while the CG took part in an APE conventional program based on football, long Jump and sprint adapted exercises. The FMS (locomotor and object control skills) were evaluated using the Gross Motor Development-2 Test at pretraining and posttraining for both groups.

RESULTS

The results revealed that both programs improve significantly locomotor skills with significantly better improvement in the EG. However, a significant object control skills improvement was observed only among the EG.

CONCLUSIONS

In light of our findings, a training program based on adapted games situations during 10 weeks may be recommended for FMS improvement, specifically object control skills.

Chess Players Increase the Theta Power Spectrum When the Difficulty of the Opponent Increases: An EEG Study

The present study aimed to analyze differences in the electroencephalogram (EEG) power spectrum (theta, alpha, and beta) between participants who won (winning group) and those who lost (losing group) in three different chess games: against their same Elo (100% chess games), 25% over their Elo (125% chess games), and 25% under their Elo (75% chess games). EEG was assessed at baseline and during the chess games. Method: 14 male chess players (age: 35.36 ± 13.77 and Elo: 1921 ± 170) played three games of 3 min, plus two additional seconds per move, while EEG was assessed. There were three difficulty levels (75%, 100%, and 125%), with two games (one with white pieces and another with black pieces) per level. The winning group showed higher theta power in the frontal, central, and posterior brain regions when difficulty increased (p-value <0.05). Besides this, alpha power showed higher values (p-value <0.05) in 125% games than in 75% chess games in C3, T3, T4, T5, and T6. The losing group showed a significant decrease (p-value <0.05) in the beta and alpha power spectrum in frontal, central, parietotemporal, and occipital areas, when the opponent's difficulty increased. Moreover, between groups, analyses showed higher theta power in the losing group than in the winning group, in C3, T5, T6, P4, and Pz (p-value <0.05). Therefore, the winning group was able to adapt to each difficulty level, increasing theta power in the frontal, central, and posterior brain areas, as the efficiency hypothesis postulated. These changes were not observed in the losing group. Moreover, increases in alpha power during the most difficult games, in comparison with the easier, could have been caused by creative ideation and divergent thinking, as participants looked for alternative solutions against a higher-skilled opponent.

Incentive-Based Game for Allaying Preoperative Anxiety in Children: A Prospective, Randomized Trial

BACKGROUND

Induction of anesthesia can be distressing both for children and their parents. Nonpharmacological behavioral interventions can reduce the anxiety of children without significant adverse effects as seen with sedative medications. We hypothesized that the use of incentive-based game therapy in conjunction with parental involvement would be a simple and cost-effective intervention in reducing the preoperative anxiety in children.

METHODS

Eighty children between the age group of 4 and 8 years scheduled to undergo surgery were randomly assigned to a control group (n = 40) and intervention group (n = 40). Children in the intervention group participated in an incentive-based game in the preoperative room. Anesthesia was induced with parental presence in both the groups. The modified Yale Preoperative Anxiety Scale (mYPAS) score to measure the anxiety of the children during induction was taken as the primary outcome. Induction Compliance Checklist score and parental satisfaction were assessed as secondary outcomes.

RESULTS

The mYPAS score of children in the intervention group was significantly less than the control group during anesthesia induction. The mean difference (95% confidence interval [CI]) of the mYPAS at induction between the 2 groups was 20 (95% CI, 16-24; P < .001). Fourteen (35%) children in the intervention group and 2 (5%) children in control group displayed no anxiety (mYPAS score <30) (difference of -30%; 95% CI, -11% to -49%; P < .001). Children in the intervention group were more compliant with mask induction and had a significantly less Induction Compliance Checklist score compared to the control (P < .001). Thirty (75%) parents in the intervention group were satisfied at the end of surgery compared to 6 (15%) in the control group (difference of -60%; 95% CI, -39% to -73%; P < .001).

CONCLUSIONS

The use of incentive-based game therapy reduces the anxiety scores during induction of anesthesia and improves the compliance to facemask induction in children undergoing surgery. It can form a simple, cost-effective, and easy-to-administer technique that can be easily applied in low-income settings.

Effect of board game activities on cognitive function improvement among older adults in adult day care centers

Stimulating leisure activities are considered as possible protective factors against dementia and cognitive decline in older adults, particularly due to the enhancement of cognitive reserve. This study tested the effectiveness of board game activities improving the cognitive function of older adults in adult day care centers. This was a quasi-experimental study. A purposive sampling strategy was used to select 82 subjects who were aged 65 and above with intact mental functions and currently residing in adult day care centers. 41 subjects who participated in a selection of 12 board game activities were assigned to the experimental group and 41 subjects who adhered to their ordinary activities were allocated to the control group. Structured questionnaires of the board game programs were used for data collection. The board game programs showed promising effects in the cognitive function of older adults living in adult day care centers. A possible beneficial effect of board game playing on the risk of dementia could be mediated by a less cognitive decline in older adults. Board game activities may benefit the cognitive function of older adults. Incorporating board game activities into social work care may help develop long-term care into a more diverse, unique and innovative direction.

Temporal and Geographic Patterns of Social Media Posts About an Emerging Suicide Game

PURPOSE

Rates of suicide are increasing rapidly among youth. Social media messages and online games promoting suicide are a concern for parents and clinicians. We examined the timing and location of social media posts about one alleged youth suicide game to better understand the degree to which social media data can provide earlier public health awareness.

METHODS

We conducted a search of all public social media posts and news articles on the Blue Whale Challenge (BWC), an alleged suicide game, from January 1, 2013, through June 30, 2017. Data were retrieved through multiple keyword search; sources included social media platforms Twitter, YouTube, Reddit, Tumblr, as well as blogs, forums, and news articles. Posts were classified into three categories: individual "pro"-BWC posts (support for game), individual "anti"-BWC posts (opposition to game), and media reports. Timing and location of posts were assessed.

RESULTS

Overall, 95,555 social media posts and articles about the BWC were collected. In total, over one-quarter (28.3%) were "pro"-BWC. The first U.S. news article related to the BWC was published approximately 4 months after the first English language U.S. social media post about the BWC and 9 months after the first U.S. social media post in any language. By the close of the study period, "pro"-BWC posts had spread to 127 countries.

CONCLUSIONS

Novel online risks to mental health, such as prosuicide games or messages, can spread rapidly and globally. Better understanding social media and Web data may allow for detection of such threats earlier than is currently possible.

Tobacco Industry Promotional Strategies Targeting American Indians/Alaska Natives and Exploiting Tribal Sovereignty

BACKGROUND

American Indians/Alaska Natives have the highest commercial tobacco use in the United States, resulting in higher tobacco-caused deaths and diseases than the general population. Some American Indians/Alaska Natives use commercial tobacco for ceremonial as well as recreational uses. Because federally recognized Tribal lands are sovereign, they are not subject to state cigarette taxes and smoke-free laws. This study analyzes tobacco industry promotional efforts specifically targeting American Indians/Alaska Natives and exploiting Tribal lands to understand appropriate policy responses in light of American Indians'/Alaska Natives' unique sovereign status and culture.

METHODS

We analyzed previously secret tobacco industry documents available at the Truth Tobacco Documents Library (https://industrydocuments.library.ucsf.edu/tobacco/).

RESULTS

Tobacco companies used promotional strategies targeting American Indians/Alaska Natives and exploiting Tribal lands that leveraged the federally recognized Tribes' unique sovereign status exempting them from state cigarette taxes and smoke-free laws, and exploited some Tribes' existing traditional uses of ceremonial tobacco and poverty. Tactics included price reductions, coupons, giveaways, gaming promotions, charitable contributions, and sponsorships. In addition, tobacco companies built alliances with Tribal leaders to help improve their corporate image, advance ineffective Youth Smoking Prevention programs, and defeat tobacco control policies.

CONCLUSIONS

The industry's promotional tactics likely contribute to disparities in smoking prevalence and smoking-related diseases among American Indians//Alaska Natives. Proven policy interventions to address these disparities including tobacco price increases, cigarette taxes, comprehensive smoke-free laws, and industry denormalization campaigns to reduce smoking prevalence and smoking-related disease could be considered by Tribal communities. The sovereign status of federally recognized Tribes does not prevent them from adopting these measures.

IMPLICATIONS

American Indians/Alaska Natives suffer disparities in smoking prevalence and smoking-related diseases as compared with other groups. The tobacco industry has used promotional tactics including price reductions, coupons and giveaways, casino and bingo promotions, charitable contributions and sponsorships, and so-called Youth Smoking Prevention (YSP) programs to specifically target American Indians/Alaska Natives and exploit Tribal sovereignty, which likely contribute to disparities in tobacco use and related diseases and deaths among this population. Tribal and public health policy makers should consider rejecting ineffective YSP programs and instead consider adopting proven policy interventions including tobacco price increases, cigarette and casino taxes, comprehensive smokefree laws, and anti-industry denormalization campaigns to reduce smoking and smoking-related disease.

Within- and between-person variation in morning testosterone is associated with economic risk-related decisions in athletic women across the menstrual cycle

Literature suggests that women experience ovulatory shifts in risk-taking behaviours across different domains, which might be partly attributed to changes in testosterone (T). Thus, we investigated associations between menstrual variability in T concentrations and economic risk-related decisions among athletic women. Thirty-five women were monitored across three consecutive menstrual cycles. Testing occurred on day seven (D7), 14 (D14) and 21 (D21) following the onset of menses. The morning (7 to 8 am) assessment of salivary T (sal-T) and cortisol (sal-C) was followed by the economic Hawk-Dove game (11 am to 12 pm) played in pairs, where hawk decisions were used to index risk. Morning sal-T concentration increased from D7 to D14, before decreasing on D21 (p < 0.001), representing moderate effect size (ES) changes of 0.6 to 0.8. Morning sal-C did not vary over time. Hawk choices paralleled the sal-T results, being elevated on D14 (p < 0.001) with large ES changes of 1.8. Regression analyses revealed that morning sal-T concentration was positively related (p ≤ 0.01) to the number of hawks chosen between- (beta = 0.47) and within-participants (beta = 0.10) when controlling for training hours and menstrual day. In summary, the risk-related choices of athletic women during a dyadic contest covaried with morning sal-T concentrations across the menstrual cycle. Both outcomes were positively correlated on a within- and between-person level. Confirming the major sources of T variation across the menstrual cycle, whilst discerning its relationship with other risk-related behaviours, would be worthwhile avenues for research.

Nutrition Education and Dietary Behavior Change Games: A Scoping Review

Games provide an attractive venue for engaging participants and increasing nutrition-related knowledge and dietary behavior change, but no review has appeared devoted to this literature. A scoping review of nutrition education and dietary behavior change videogames or interactive games was conducted. A systematic search was made of PubMed, Agricola, and Google Scholar. Information was abstracted from 22 publications. To be included, the publication had to include a videogame or interactive experience involving games (a videogame alone, minigames inserted into a larger multimedia experience, or game as part of a human-delivered intervention); game's design objective was to influence dietary behavior, a psychosocial determinant of a dietary behavior, or nutrition knowledge (hereinafter referred to as diet-related); must have been reported in English and must have appeared in a professional publication, including some report of outcomes or results (thereby passing some peer review). This review was restricted to the diet-related information in the selected games. Diversity in targeted dietary knowledge and intake behaviors, targeted populations/audiences, game mechanics, behavioral theories, research designs, and findings was revealed. The diversity and quality of the research in general was poor, precluding a meta-analysis or systematic review. All but one of the studies reported some positive outcome from playing the game(s). One reported that a web-based education program resulted in more change than the game-based intervention. Studies of games may have been missed; a number of dietary/nutrition games are known for which no evaluation is known; and the data presented on the games and research were limited and inconsistent. Conclusions and Implications: A firmer research base is needed to establish the efficacy and effectiveness of nutrition education and dietary behavior change games.

Increased learning by using board game on muscular system physiology compared with guided study

The aim of this work is to describe the "Muscular System Game," created to assist in the teaching-learning process concerning the physiology of the muscular system, and to evaluate its effect on the learning of university students. Participating in this study were first-year undergraduate students of the pharmacy course (game group, n = 21, 5 men and 16 women, age 23.57 ± 4.92 yr) and the nursing course (control group, n = 22, 2 men and 20 women, age 22.90 ± 4.93 yr), who had the same level of preparation. After theoretical classes concerning the physiology of the muscular system, all students were instructed to study the topic. In the next week, the students of the game group performed the activity with the board game, and the students of the control group undertook a guided study activity, which contained a list of exercises with the same questions used in the game, to be answered by groups. In the week following these activities, all of the students answered evaluation questions about the topic. The scores obtained for the two groups in the evaluation were compared using Student's t-test for unpaired samples, considering a significance level of 0.05. The score obtained for the control group (5.78 ± 0.38) was significantly lower than the score for the game group (7.50 ± 0.47; P < 0.05). The results obtained indicating that the use of an educational board game about the physiology of muscle contraction resulted in significantly improved learning, compared with the use of guided study.

Acute Effects of Mental Activity on Response of Serum BDNF and IGF-1 Levels in Elite and Novice Chess Players

Background and Objectives: Although the effects of physical exercise on brain functions are well studied, the influence of mental activity is unknown. The aim of this study was to assess the influence of a session of mental activity on brain neurobiological factors in chess players. Materials and Methods: Ten elite and novice chess players were recruited to participate in this study as volunteers. The subjects performed a session of standard chess matches as a mental activity. Before and after each chess match, blood samples were drawn to analyze changes in serum brain-derived neurotrophic factor (BDNF) and insulin-like growth factor 1 (IGF-1). Results: After each chess match, both the elite and novice groups showed significant increases in serum BDNF and IGF-1 concentrations. The elite group also showed significantly greater changes in BDNF and IGF-1 levels (p ≤ 0.05) than the novice group. Conclusions: Our findings indicate that a session of standard chess matches as a mental activity is effective for elevating BDNF and IGF-1 levels, and that their elevation in elite players seems to be more pronounced than those in novice players.

Altruistic decisions are influenced by the allocation of monetary incentives in a pain-sharing game

Background

Altruistic behavior is essential to the sustainability of society, but our current understanding of its underlying motivation is limited. In addition to the intrinsic motives to help others, based on empathy, extrinsic motives such as monetary incentives and social reputation influence prosociality. The purpose of this study was to examine the underlying motivations of prosocial behavior under constant or increasing extrinsic motivation settings.

Methods

An experimental task, Altruistic Pain Sharing, was developed in which the participants were asked to share the other participants’ pain. In the session with monetary incentives, the incentives were given either constantly (CONSTANT condition) or proportionally (INCREASING condition), to the amount of shared pain. In addition, monetary incentives were not provided in the NO session. The participants experienced different amounts of mechanical pain at the beginning of the task and chose the number of pain stimulations to share, based on their experiences.

Results

Compared to the NO session, the INCREASING session exhibited a rise in the mean of shared pain, but not the CONSTANT session. Furthermore, there was a distinct tendency to receive less pain than the other participant in the CONSTANT session, and a tendency to receive more pain than the other participant in the INCREASING session.

Conclusion

Prosocial behavior was influenced by the presence, as well as the form, of the extrinsic monetary incentives. Our study shows that rewards incentivize individuals to demonstrate a higher level of prosocial behavior, implying that prosocial behavior is itself a mixture of intrinsic and extrinsic motivations, and that an effectively designed rewards system may function to enhance prosocial behavior.

Faithfulness-boost effect: Loyal teammate selection correlates with skill acquisition improvement in online games

The problem of skill acquisition is ubiquitous and fundamental to life. Most tasks in modern society involve the cooperation with other subjects. Notwithstanding its fundamental importance, teammate selection is commonly overlooked when studying learning. We exploit the virtually infinite repository of human behavior available in Internet to study a relevant topic in anthropological science: how grouping strategies may affect learning. We analyze the impact of team play strategies in skill acquisition using a turn-based game where players can participate individually or in teams. We unveil a subtle but strong effect in skill acquisition based on the way teams are formed and maintained during time. "Faithfulness-boost effect" provides a skill boost during the first games that would only be acquired after thousands of games. The tendency to play games in teams is associated with a long-run skill improvement while playing loyally with the same teammate significantly accelerates short-run skill acquisition.

Similarities and differences in general drinking game behavior, game-specific behavior, and peer influence factors across race/ethnicity

Research on college student drinking game (DG) behavior indicates that White students play DGs more often than students from other races/ethnicities. Among DG players, the risk for negative outcomes is the same. We examined DG-specific (e.g., motor skills, gambling games) behaviors and peer influence factors across race/ethnicity in order to elucidate commonalities among risk factors. Men (N = 248; 18-30 years; 77% college students) who played DGs and lived in the Boston metro area completed our online survey. White men (WM; n = 167) were more likely to play motor skills (e.g., Beer Pong) and media games, and to consume beer during DGs, compared with Men of Color (MOC; n = 81). MOC reported consuming shots more often during DG play. Compared with Asian/Pacific Islander (14.9%, n = 37) and Black/African American (6.0%, n = 15) men, Hispanic/Latino (8.5%, n = 21) played DGs more frequently and reported a higher maximum numbers of drinks consumed during DGs. There were, however, far more similarities than differences across groups, including location of play, frequency of play, and quantity consumed for the 4 other DG types. WM reported more positive peer norms for drinking; however, there were no differences in levels of perceived peer pressure. MOC reported that DGs were played only on weekends where they live, whereas WM reported that DGs were played on weekdays and weekends. Additional research is needed with larger sample sizes to further our understanding of the unique contextual and peer risk factors for MOC. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The impact on nursing students' opinions and motivation of using a "Nursing Escape Room" as a teaching game: A descriptive study

BACKGROUND

According to previous studies on nursing education, although the use of games can produce positive results, the vast majority are based on questions and answers or on clinical situations. As an alternative, the 'Escape Room' teaching game is a much more dynamic option to asses theoretical and practical knowledge, and it may also promote teamwork and the ability to perform under pressure.

OBJECTIVES

To analyse nursing students' opinions and study motivations after using the nursing 'Escape Room' teaching game.

DESIGN

Cross-sectional descriptive study.

PARTICIPANTS

Second-year nursing students enrolled in the 'Adult Nursing 1' subject.

METHOD

After completing the teaching game, the students who had taken part in it were asked to fill in an ad-hoc questionnaire on the matter. In this game, students have 30 min in which they must solve the riddles and puzzles presented, and thus escape. In doing so, they must demonstrate both theoretical and practical knowledge, and a teacher will remain in the classroom to assess whether the nursing techniques in question are correctly performed.

RESULTS

The nursing students who took part in the game strongly believed that this 'helped them learn the subject' (4.8 points) and that 'more games of this type should be included in their nursing studies' (4.8 points). Overall, they considered that 'the game was enjoyable' (4.6 points), 'helped them in the exam' (4.6 points), and 'motivated them to study' (4.5 points).

CONCLUSIONS

The 'Escape Room' is a useful game; it stimulates learning, is fun to play, and motivates studying.

Exploratory implementation of a blended format escape room in a large enrollment pharmacy management class

BACKGROUND AND PURPOSE

Adapting the popular entertainment activity "Escape Rooms" for educational purposes is an innovative teaching method with the potential to improve the learning experience. This implementation of an educational escape room explored the feasibility of using a blended online/offline escape room activity in a large enrollment pharmacy management course.

EDUCATIONAL ACTIVITY AND SETTING

An educational escape room activity based on a mixture of online and paper-based clues was designed and implemented in the human resources module of a third professional year pharmacy management course with 141 students. The proof of concept was assessed via an instructor post-activity feasibility analysis and a log of estimated time for all design, development, and delivery components. The instructional objectives of creating a fun, engaging, and collaborative method of teaching were evaluated through an anonymous online student survey.

FINDINGS

The blended environment escape room was implemented successfully. Student perceptions of the activity were generally very positive. In comparison with a typical classroom experience, 91% (n = 126) of participants indicated they were more engaged in thinking about the problems and 89% (n = 123) enjoyed the escape room more.

SUMMARY

With an instructional design that addresses logistical requirements, educational escape rooms can be conducted in courses with large enrollments. Time requirements for this type of teaching method are substantial, but reasonable, if the activity is repeated in subsequent semesters. Educational escape rooms can be used to provide a more enjoyable student experience that immerses them as active participants in the learning environment.

Genetic association of human Corticotropin-Releasing Hormone Receptor 1 (CRHR1) with Internet gaming addiction in Korean male adolescents

BACKGROUND

The number of people with Internet gaming addiction (IGA) is increasing around the world. IGA is known to be associated with personal characteristics, psychosocial factors, and physiological factors. However, few studies have examined the genetic factors related to IGA. This study aimed to investigate the association between IGA and stress-related genetic variants.

METHODS

This cross-sectional study was conducted with 230 male high school students in a South Korean city. We selected five stress-related candidate genes: DAT1, DRD4, NET8, CHRNA4, and CRHR1. The DAT1 and DRD4 genes were genotyped by polymerase chain reaction, and the NET8, CHRNA4, and CRHR1 genes were genotyped by pyrosequencing analysis. We performed a Chi-square test to examine the relationship of these five candidate genes to IGA.

RESULTS

Having the AA genotype and the A allele of the CRHR1 gene (rs28364027) was associated with higher odds of belonging to the IGA participant group (p = .016 and p = .021, respectively) than to the non-IGA group. By contrast, the DAT1, DRD4, NET8, and CHRNA4 gene polymorphisms showed no significant difference between the IGA group and control group.

CONCLUSIONS

These results indicate that polymorphism of the CRHR1 gene may play an important role in IGA susceptibility in the Korean adolescent male population. These findings provide a justification and foundation for further investigation of genetic factors related to IGA.

Communicative Competence of Oral Deaf Children While Explaining Game Rules

Classrooms are characterized by interactions in a range of genres. The concise language required by expository interactions can be challenging for children who have atypical language, including children who are deaf and hard of hearing (DHH). This study compared the way three groups of upper primary school students (aged 8-13 years) taught a peer to play a new unfamiliar board game: (a) DHH "experts" teaching a "novice" hearing peer; (b) hearing experts teaching a DHH novice; and (c) a hearing expert teaching a hearing novice. All DHH students were enrolled in mainstream schools and used spoken language as the main mode of communication. All three groups were able to convey game rules and purpose, and navigate clarifications. Differences emerged in the accuracy of the use of referents when instructing their peers how to play the game. The specific content vocabulary and the need to emphasize new concise information also challenged the DHH children. This study highlights the importance of including expository tasks in language support and intervention for children who are DHH.

Traditional games in elementary school: Relationships of student's personality traits, motivation and experience with learning outcomes

This study promotes a novel teaching approach for integration of children’s traditional games in elementary school program. It gives description of six traditional games and their educational prospects, implemented in six learning sessions in five elementary schools in Macedonia, involving 102 students. The comparison of learning achievements between these learning sessions and standard classes revealed increased students’ learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of a structural equation model that examines the relationships between student’s personality traits, motivation and experience with learning outcomes. The findings show that students’ achievements were directly influenced by students’ intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link between the students’ personality dimensions and motivation revealed that introvert children might have slightly increased motivation and possibility to open up during game-play in such collaborative environments.

Iterative Design and Testing for the Development of a Game-Based Chlamydia Awareness Intervention: A Pilot Study

OBJECTIVES

Herein we describe a methodology for developing a game-based intervention to raise awareness of Chlamydia and other sexually transmitted infections among youth in Boston's underserved communities.

MATERIALS AND METHODS

We engaged in three design-based experiments. These utilized mixed methods, including playtesting and assessment methods, to examine the overall effectiveness of the game. In this case, effectiveness is defined as (1) engaging the target group, (2) increasing knowledge about Chlamydia, and (3) changing attitudes toward Chlamydia testing. These three experiments were performed using participants from different communities and with slightly different versions of the game, as we iterated through the design/feedback process.

RESULTS

Overall, participants who played the game showed a significant increase in participants' knowledge of Chlamydia compared with those in the control group (P = 0.0002). The version of the game, including elements specifically targeting systemic thinking, showed significant improvement in participants' intent to get tested compared with the version of the game without such elements (Stage 2: P > 0.05; Stage 3: P = 0.0045). Furthermore, during both Stage 2 and Stage 3, participants showed high levels of enjoyment, mood, and participation and moderate levels of game engagement and social engagement. During Stage 3, however, participants' game engagement (P = 0.0003), social engagement (P = 0.0003), and participation (P = 0.0003) were significantly higher compared with those of Stage 2. Thus, we believe that motivation improvements from Stage 2 to 3 were also effective. Finally, participants' overall learning effectiveness was correlated with their prepositive affect (r = 0.52) and their postproblem hierarchy (r = -0.54).

CONCLUSION

The game improved considerably from its initial conception through three stages of iterative design and feedback. Our assessment methods for each stage targeted and integrated learning, health, and engagement outcomes. Lessons learned through this iterative design process are a great contribution to the games for health community, especially in targeting the development of health and learning goals through game design.

Children's Doctor Games and Nudity at Danish Childcare Institutions

This article presents the first Danish study of the acceptance of children's nudity and sexuality at Danish childcare institutions. The study revealed an important cultural shift in the attitude toward children's nudity and sexual games, the so-called doctor games. Although these were quite accepted at Danish childcare institutions until the beginning of this century, the study showed that new, pervasive regulations had been established to control the child's body and its sexuality. A new discourse revealed that fear of child sexual abuse, in particular, had influenced views of children's sexual games and nudity and that, at times, the child itself was viewed as a potential threat to other children. This marks a new development in Denmark, internationally known for its broadmindedness, and this article discusses the background to this cultural shift in the institutions, and possible implications for the children.

Pilot Randomized Controlled Trial of the GO Game Intervention on Cognitive Function

This study investigated the effects of an intervention using the game "GO" on cognitive function in nursing home residents and evaluated the acquisition of GO according to each stage of dementia. Participants were randomly assigned to either the GO intervention group or a control group, and the intervention was performed once weekly for 15 weeks. Cognitive tests were conducted before and after intervention, and 17 participants were included in the final analysis. Analysis of covariance demonstrated that in the intervention group, the digit span total score significantly improved and the digit span backward score was maintained, whereas these scores decreased in the control group. All participants, including those who had moderate dementia, acquired the rules of the game, and participants with mild cognitive impairment and mild dementia could play the game successfully. This study indicates that GO might improve the cognitive function of residents living in nursing homes.

Mobile Exergaming in Adolescents' Everyday Life-Contextual Design of Where, When, with Whom, and How: The SmartLife Case

Exergames, more specifically console-based exergames, are generally enjoyed by adolescents and known to increase physical activity. Nevertheless, they have a reduced usage over time and demonstrate little effectiveness over the long term. In order to increase playing time, mobile exergames may increase potential playing time, but need to be engaging and integrated in everyday life. The goal of the present study was to examine the context of gameplay for mobile exergaming in adolescents’ everyday life to inform game design and the integration of gameplay into everyday life. Eight focus groups were conducted with 49 Flemish adolescents (11 to 17 years of age). The focus groups were audiotaped, transcribed, and analyzed by means of thematic analysis via Nvivo 11 software (QSR International Pty Ltd., Victoria, Australia). The adolescents indicated leisure time and travel time to and from school as suitable timeframes for playing a mobile exergame. Outdoor gameplay should be restricted to the personal living environment of adolescents. Besides outdoor locations, the game should also be adaptable to at-home activities. Activities could vary from running outside to fitness exercises inside. Furthermore, the social context of the game was important, e.g., playing in teams or meeting at (virtual) meeting points. Physical activity tracking via smart clothing was identified as a motivator for gameplay. By means of this study, game developers may be better equipped to develop mobile exergames that embed gameplay in adolescents’ everyday life.

Exploring the use of a gamified intervention for encouraging physical activity in adolescents: a qualitative longitudinal study in Northern Ireland

OBJECTIVE

To explore the temporal changes of adolescents' views and experiences of participating in a gamified intervention to encourage physical activity behaviour and associated processes of behaviour change.

DESIGN

A qualitative longitudinal design was adopted whereby focus groups were conducted with the same participants in each intervention school (n=3) at four time-points (baseline, end of each of two intervention phases and 1-year follow-up). The framework method was used to thematically analyse the data.

SETTING

Secondary schools (n=3), Belfast (Northern Ireland).

PARTICIPANTS

A subsample (n=19 at four time-points) of individuals aged 12-14 years who participated in the StepSmart Challenge, a gamified intervention involving a pedometer competition and material rewards to encourage physical activity behaviour change.

RESULTS

Three core themes were identified: (1) competition; (2) incentives and (3) influence of friends. Participants indicated that a pedometer competition may help initiate physical activity but suggested that there were a number of barriers such as participants finding it 'boring', and feeling as though they had a remote chance of 'winning'. 'Incentives' were viewed favourably, although there were participants who found not winning a prize 'annoying'. Friends were a motivator to be more physically active, particularly for girls who felt encouraged to walk more when with a friend.

CONCLUSIONS

The intervention in general and specific gamified elements were generally viewed positively and deemed acceptable. Results suggest that gamification may have an important role to play in encouraging adolescents to engage in physical activity and in creating interventions that are fun and enjoyable. The longitudinal approach added additional depth to the analysis as themes were refined and tested with participants over time. The findings also suggest that gamified Behaviour Change Techniques align well with core concepts of Self-determination Theory and that various game elements may require tailoring for specific populations, for example, different genders.

TRIAL REGISTRATION NUMBER

NCT02455986; Pre-results.

A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?

OBJECTIVE

The aim of the current study was to identify which subgroups of children with Attention Deficit Hyperactivity Disorder (ADHD) benefitted the most from playing a Serious Game (SG) intervention shown in a randomized trial to improve behavioral outcomes.

METHOD

Pre-intervention characteristics [i.e., gender, age, intellectual level of functioning, medication use, computer experience, ADHD subtype, severity of inattention problems, severity of hyperactivity/impulsivity problems, comorbid Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) symptoms] were explored as potential moderators in a Virtual Twins (VT) analysis to identify subgroups for whom the SG intervention was most effective. Primary outcome measures were parent-reported time management, planning/organizing and cooperation skills.

RESULTS

Two subgroups were identified. Girls (n = 26) were identified as the subgroup that was most likely to show greater improvements in planning/organizing skills as compared to the estimated treatment effect of the total group of participants. Furthermore, among the boys, those (n = 47) with lower baseline levels of hyperactivity and higher levels of CD symptoms showed more improvements in their planning/organizing skills when they played the SG intervention as compared to the estimated treatment effect of the total group of participants.

CONCLUSION

Using a VT analysis two subgroups of children with ADHD, girls, and boys with both higher levels of CD and lower levels of hyperactivity, were identified. These subgroups mostly benefit from playing the SG intervention developed to improve ADHD related behavioral problems. Our results imply that these subgroups have a higher chance of treatment success.

Emotional Regulation in Young Adults with Internet Gaming Disorder

People diagnosed with Internet gaming disorder (IGD) have been frequently reported to experience depression, anxiety, and hostility. Emotional regulation contributes to these mood symptoms. This study evaluated emotional regulation in subjects with IGD and examined relationships between emotional regulation, depression, anxiety, and hostility in young adults with IGD. We recruited 87 people with IGD and a control group of 87 people without a history of IGD. All participants underwent a diagnostic interview based on the IGD criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, and they completed a questionnaire on emotional regulation, depression, anxiety, and hostility. We found that subjects with IGD were less likely to practice cognitive reappraisal and were more likely to suppress their emotions. Linear regression revealed the higher cognitive reappraisal and lower expressive suppression associated with depression, anxiety, and hostility among subjects with IGD. The emotional regulation strategies that characterize those with IGD could be contributing factors to the depression and hostility tendencies of these people. When treating patients with IGD, in addition to providing appropriate interventions to relieve depression and hostility, practitioners should effectively assess emotional regulation strategies and provide emotional regulation therapy to prevent a vicious cycle of negative emotions.

Treatments for Internet gaming disorder and Internet addiction: A systematic review

Problems related to excessive use of the Internet and video games have recently captured the interests of both researchers and clinicians. The goals of this review are to summarize the literature on treatment effectiveness for these problems and to determine whether any treatments meet the minimum requirement of an evidence-based treatment as defined by Chambless et al. (1998). Studies of treatments for Internet gaming disorder (IGD) and Internet addiction were examined separately, as past studies have linked IGD to more severe outcomes. The systematic review identified 26 studies meeting predefined criteria; 13 focused on treatments for IGD and 13 on Internet addiction. The results highlighted a paucity of well-designed treatment outcome studies and limited evidence for the effectiveness of any treatment modality. Studies were limited by methodological flaws, including small sample sizes, lack of control groups, and little information on treatment adherence, among other problems. In addition, the field is beset by a lack of consistent definitions of and established instruments to measure IGD and Internet addiction. The results of this review highlight the need for additional work in the area of treatment development and evaluation for IGD and Internet addiction. Attention to methodological concerns identified within this review should improve subsequent research related to treating these conditions, and ultimately outcomes of patients suffering from them. (PsycINFO Database Record

Beta Testing an Oral Health Edutainment Card Game Among 12-13-Year-Old Children in Bangalore, India

BACKGROUND

Card games are easy, cost effective, culturally acceptable, as well as sustainable and require minimal infrastructure over other edutainment approaches in achieving health and oral health promotion goals. Therefore, we wanted to conceptualize, develop, and beta test an innovative oral health edutainment card game for preadolescent children in Bangalore, India.

MATERIALS AND METHODS

An innovative oral health card game, titled "32 warriors" was conceptualized and developed to incorporate age appropriate, medically accurate oral health information. The card game aimed at empowering children to take appropriate care of their oral health. The card game was beta tested on 45 children, aged between 12 and 13 years. Using prepost design, a 32-itemed, closed-ended questionnaire assessed children's oral health knowledge, attitude, and feedback on the game. Change in mean scores for knowledge and attitude was assessed using "Wilcoxon Sign Rank test" at P < 0.05. "Effect size" was calculated. Feedback was categorized in terms of type of response and its frequency.

RESULTS

Statistically significant improvement was observed in group mean overall score, mean knowledge, and attitude scores, respectively (pre 14.7 ± 2.91 and post 18.6 ± 4.35, P = 0.003; 11.8 ± 2.73, 14.76 ± 4.0, P = 0.000; 2.93 ± 1.09, 3.84 ± 1.02, P = 0.000), with mean effect size 0.5. Participants reported that they enjoyed the game and learned new things about oral health.

CONCLUSION

The card game is appealing to children and improves their oral health knowledge and attitude as evidenced by beta test results. We need to further explore the demand, feasibility, and cost effectiveness of introducing this game in formal settings (school based)/informal settings (family and other social settings).

Learning the rules of the rock-paper-scissors game: chimpanzees versus children

The present study aimed to investigate whether chimpanzees (Pan troglodytes) could learn a transverse pattern by being trained in the rules of the rock-paper-scissors game in which "paper" beats "rock," "rock" beats "scissors," and "scissors" beats "paper." Additionally, this study compared the learning processes between chimpanzees and children. Seven chimpanzees were tested using a computer-controlled task. They were trained to choose the stronger of two options according to the game rules. The chimpanzees first engaged in the paper-rock sessions until they reached the learning criterion. Subsequently, they engaged in the rock-scissors and scissors-paper sessions, before progressing to sessions with all three pairs mixed. Five of the seven chimpanzees completed training after a mean of 307 sessions, which indicates that they learned the circular pattern. The chimpanzees required more scissors-paper sessions (14.29 ± 6.89), the third learnt pair, than paper-rock (1.71 ± 0.18) and rock-scissors (3.14 ± 0.70) sessions, suggesting they had difficulty finalizing the circularity. The chimpanzees then received generalization tests using new stimuli, which they learned quickly. A similar procedure was performed with children (35-71 months, n = 38) who needed the same number of trials for all three pairs during single-paired sessions. Their accuracy during the mixed-pair sessions improved with age and was better than chance from 50 months of age, which indicates that the ability to solve the transverse patterning problem might develop at around 4 years of age. The present findings show that chimpanzees were able to learn the task but had difficulties with circularity, whereas children learned the task more easily and developed the relevant ability at approximately 4 years of age. Furthermore, the chimpanzees' performance during the mixed-pair sessions was similar to that of 4-year-old children during the corresponding stage of training.

Story Immersion May Be Effective in Promoting Diet and Physical Activity in Chinese Children

OBJECTIVE

To evaluate the effect of playing a health video game embedded with story immersion, Escape from Diab (Diab), on children's diet and physical activity (PA) and to explore whether children immersed in Diab had greater positive outcomes.

DESIGN

Two groups, nonrandomized; 3 outcome assessments: at baseline, immediately after the game (post 1), and 8-10 weeks after the game (post 2).

PARTICIPANTS

A total of 179 Chinese children aged 8-12 years.

INTERVENTION

The treatment group played Diab; the control group received no intervention.

MAIN OUTCOME MEASURES

Motivation; self-efficacy; preference for fruit, vegetables, water, and PA; as well as PA behavior.

ANALYSIS

Adjusted changes to post 1 and post 2 by ANCOVA controlling for demographic and baseline variables.

RESULTS

Children who played Diab had increased intrinsic motivation for fruit and water, self-efficacy for PA, and self-reported PA scores at post 1 (all P < .05). Children with higher immersion scores (above the median) had increased intrinsic motivation for fruit and water, and autonomous and controlled motivation for PA at post 1 (all P < .05). However, these were not significant at post 2.

CONCLUSIONS AND IMPLICATIONS

Diab provides a promising innovative medium for promoting Chinese children's psychological correlates of diet and PA and PA behavior. However, its maintenance of effectiveness needs to be enhanced and mechanisms of change need to be investigated more thoroughly.

Testosterone administration does not affect men's rejections of low ultimatum game offers or aggressive mood

Correlative evidence suggests that testosterone promotes dominance and aggression. However, causal evidence is scarce and offers mixed results. To investigate this relationship, we administered testosterone for 48h to 41 healthy young adult men in a within-subjects, double-blind placebo-controlled balanced crossover design. Subjects played the role of responders in an ultimatum game, where rejecting a low offer is costly, but serves to destroy the proposer's profit. Such action can hence be interpreted as non-physical aggression in response to social provocation. In addition, subjects completed a self-assessed mood questionnaire. As expected, self-reported aggressiveness was a key predictor of ultimatum game rejections. However, while testosterone affected subjective ratings of feeling energetic and interested, our evidence strongly suggests that testosterone had no effect on ultimatum game rejections or on aggressive mood. Our findings illustrate the importance of using causal interventions to assess correlative evidence.

The Prosocial Cyberball Game: Compensating for social exclusion and its associations with empathic concern and bullying in adolescents

In this study we examined prosocial compensating behavior towards socially excluded ingroup and outgroup members by using a 'Prosocial Cyberball Game' in 9-17 year old Dutch adolescents (N = 133). Results showed that adolescents compensated for the social exclusion of an unknown peer in a virtual ball tossing game, by tossing the ball more often to that player in compensation conditions compared to the fair play condition. The proportion of tosses towards the excluded player did not significantly differ as a function of the group status of that player. Although compensating behavior towards ingroup versus outgroup members did not differ, the underlying motivation for this behavior may vary. More empathic concern was associated with more prosocial tosses towards an ingroup member, while more self-reported bullying behavior was associated with less compensating behavior in the outgroup condition. These findings may have practical implications for programs intending to change bystander behavior in bullying situations.

The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science

Purpose

To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum.

Methods

Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes.

Results

There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5).

Conclusions

Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.

Distinguishing Fast and Slow Processes in Accuracy - Response Time Data

We investigate the relation between speed and accuracy within problem solving in its simplest non-trivial form. We consider tests with only two items and code the item responses in two binary variables: one indicating the response accuracy, and one indicating the response speed. Despite being a very basic setup, it enables us to study item pairs stemming from a broad range of domains such as basic arithmetic, first language learning, intelligence-related problems, and chess, with large numbers of observations for every pair of problems under consideration. We carry out a survey over a large number of such item pairs and compare three types of psychometric accuracy-response time models present in the literature: two ‘one-process’ models, the first of which models accuracy and response time as conditionally independent and the second of which models accuracy and response time as conditionally dependent, and a ‘two-process’ model which models accuracy contingent on response time. We find that the data clearly violates the restrictions imposed by both one-process models and requires additional complexity which is parsimoniously provided by the two-process model. We supplement our survey with an analysis of the erroneous responses for an example item pair and demonstrate that there are very significant differences between the types of errors in fast and slow responses.

Cooperation and Shared Beliefs about Trust in the Assurance Game

Determinants of cooperation include ingroup vs. outgroup membership, and individual traits, such as prosociality and trust. We investigated whether these factors can be overridden by beliefs about people's trust. We manipulated the information players received about each other's level of general trust, "high" or "low". These levels were either measured (Experiment 1) or just arbitrarily assigned labels (Experiment 2). Players' choices whether to cooperate or defect in a stag hunt (or an assurance game)--where it is mutually beneficial to cooperate, but costly if the partner should fail to do so--were strongly predicted by what they were told about the other player's trust label, as well as by what they were told that the other player was told about their own label. Our findings demonstrate the importance for cooperation in a risky coordination game of both first- and second-order beliefs about how much people trust each other. This supports the idea that institutions can influence cooperation simply by influencing beliefs.

Is age really cruel to experts? Compensatory effects of activity

Age-related decline may not be as pronounced in complex activities as it is in basic cognitive processes, but ability deterioration with age is difficult to deny. However, studies disagree on whether age is kinder to more able people than it is to their less able peers. In this article, we investigated the "age is kinder to the more able" hypothesis by using a chess database that contains activity records for both beginners and world-class players. The descriptive data suggested that the skill function across age captures the 3 phases as described in Simonton's model of career trajectories: initial rise to the peak of performance, postpeak decline, and eventual stabilization of decline. We therefore modeled the data with a linear mixed-effect model using the cubic function that captures 3 phases. The results show that age may be kind to the more able in a subtler manner than has previously been assumed. After reaching the peak at around 38 years, the more able players deteriorated more quickly. Their decline, however, started to slow down at around 52 years, earlier than for less able players (57 years). Both the decline and its stabilization were significantly influenced by activity. The more players engaged in playing tournaments, the less they declined and the earlier they started to stabilize. The best experts may not be immune to aging, but their previously acquired expertise and current activity enable them to maintain high levels of skill even at an advanced age.