=Paper=
{{Paper
|id=Vol-3099/paper9
|storemode=property
|title=The Experience and Cognitive Performance as a Gamer During the Use of Educational Video Games
|pdfUrl=https://ceur-ws.org/Vol-3099/paper9.pdf
|volume=Vol-3099
|authors=Rita Judith Ames-Guerrero,Eveling Castro-Gutierrez,Teresa Ramos-Quispe,Jaime Muñoz-Arteaga,Christian Rojas
}}
==The Experience and Cognitive Performance as a Gamer During the Use of Educational Video Games==
https://ceur-ws.org/Vol-3099/paper9.pdf
The Experience and Cognitive Performance as a Gamer
During the Use of Educational Video Games
Rita Judith Ames-Guerrero1[0000-0001-7318-4857], Eveling Castro-Gutierrez2[0000-0002-0203-041X],
Teresa Ramos-Quispe3[0000-0003-4607-4745], Jaime Muñoz-Arteaga4[0000−0002−3635−7592]
1
School of Psychology, Universidad Católica de Santa María, Perú.
rames@ucsm.edu.pe
2
School of computer science, Universidad Católica de Santa María, Perú
ecastrog@ucsm.edu.pe
3
Universidad Continental, Arequipa, Perú
tramos@continental.edu.pe
4
Universidad Autónoma de Aguas Calientes, México
munoz@edu.uaa.mx
Abstract: Video game have surged in popularity and usefulness in education; higher-
education institutions have seen an increment in student’s interest on interactive content
for learning complex subjects, especially in the field of engineering. This study
explored the effects of emotions and cognitive performance during the use of serious
games. Methodology: A quasi-experimental approach was used to assess cognitive
processing during the execution of a challenging matrix-related activity within
undergraduate engineering students (n=9). An initial baseline was made on emotional
dimensions through the EMOTIV software and later analyzed to evaluate student’s
cognitive load through a semi-structured interview. Results: Six basic emotions were
identified: commitment (24.31%), relaxation (21.7%), emotion (21.04%), interest
(12.43%), focus (16.31%), stress (9.25%). Cognitive dimensions emerge such as effort,
frustration, performance, mental demand, physical demand and temporal demand.
Conclusion: higher task commitment is identified when students utilize serious games
and cognitive performance is mediated by individual adjustments to video game’s
complexity.
Keywords: Educational videogames, Emotiv EPOC, User Experience, Cognitive Load.
1 Introduction
The high capacity of immersion generated by video games has purged geographical
boundaries and age groups regardless of socioeconomic conditions. For instance, it is
noteworthy mentioning that the American entertainment software Association
recently featured that 75% of the general population has at least one video game at
home, with the majority of users being 18-34 years old [1]. Furthermore the
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
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increasing advent of educational games "serious games" in higher education [2],
compared to the first entertainment-driven games, had led to changes in the market.
Hence, this aforementioned evolution is frequently described as a sound response
given the high-pitched demand to respond to educational requirements among
students [3].
How the teaching content is displayed makes a difference to the learner experience
[4]; [5]. While in the teaching experience it is common to find low indicators of
participation, poor student interest in overly complex courses; the popularity of video
games has validated for the implementation of educational content as a learning
strategy. For example [6] demonstrated the effectiveness of implementing a
constructivist educational model for courses with low-student interest, succeeding
greater participation and sense of achievement by expanding video games for
teaching. It is believed that school-related content’s appropriation is of paramount
when acquiring new information, and that is advanced when the student becomes the
main protagonist of their own knowledge building toward a more meaningful learning
process [7] while relating with interactive tools such as video games. Therefore,
educational video games are of great importance for imparting complex theoretical
content, especially for thought-provoking task or tasks involving decision making.
Pedagogical model for learning based on digital games
The Transformational Game Theory (TGT) proposed by [7] provides a robust
basement to sustain the impact of a "perceptually and semantically enriching"
learning content on student’s cognitive performance. Although several teaching
methodologies have tried to offer explanations of how it is better to teach, the TGT
theory is one that proposes a better, guided framework to explain meaningful learning
by integrating a virtual context, people and educational content. In this study we focus
on the video game as a learning environment that enhances and / or activates the
learner’s proactivity, positioning the educational video game platform as a context
that provides greater opportunities for participation and reinforcement of content,
compared to a traditional classroom.
Generating immersive strategies to involve students into their self-learning
process is not a contemporary controversy. Systematic studies refer about the existing
constraint across educational institutions to offer enriching educational experiences;
Moreover, in view of the insufficient deployment of interactive methodologies, the
usage of educational video games may potentially bring into line the student, the
content and the pedagogical context effectively [7]. The same authors report higher
levels of commitment and motivation to learning through educational courses, based
on video games, which appear to be promising in the development of problem-solving
skills.
Serious Games in Teaching Programming
"Serious games are (digital) games used for purposes other than entertainment
only"[8]. These tools stimulate learning by facilitating feedback through an
interactive environment. On the other hand, game programming has managed to
capture the attention of students in the fields of computing, but also in other fields of
education. Also, this sort of game programming provide useful tool to instruct
programming students toward programming [9].
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Some examples can be found in Hilton and Janzen [10], whose research
demonstrated the effectiveness of serious games to teach divisibility through Zombie-
based activities. Likewise, immersive journeys had proven being effective to solve
real issues. For instance the literature reported the “Circuit Wars”, where electronic
engineering students were immersed into tangible situations; students were expected
to repair logic circuits effectively against the clock, the game used a didactic approach
through varied complexity puzzles responding to student’s progressive knowledge
and domain [11].
Effects of emotions and cognitive performance during exposure to video games
Given the wide range of complex, cognitive processes that take place in the human
being, some reports depict the great value of improving their performance [5]. Its
identification is relevant not only for measuring academic results [4], but also for
exploring student’s motivation towards learning [12]. In fact, related research
suggests that cognitive processes, such as attention span [13], and sense of peer
collaboration may be enhanced in learners by using digitalized games. This
aforementioned had been reported in Hughes, who described higher rates of
homework engagement and skill improvement when using video games, in an 8-week
experimental study with elementary school students [14].
Evidence on video games’ devising effects on human emotions and cognition
support this study. For instance, Snodgrass et all, registered greater wellbeing on
continuous videogame players. The author hypothesized that, emotions generated
from the virtual experience may go even beyond the “well-being threshold”, whose
effects interestingly may have an impact on the immune scheme. Another study
measuring creativity report association between action videogame, inventiveness and
flexibility, it is clear then that videogame involvement significantly generates positive
emotions [5, 13, 15]. Individual differences may play a role on emotions and
cognitions. Specifically analyzing the "theory of cognitive load" it is noticed that
performance will largely depend on the level of mastery of content. Thus, as long as
the learner is novice, he or she will require greater cognitive demand to solve the
tasks appointed by the tutor [16].
This study contributes to the understanding of educational video games and their
effects on emotions and cognitive processing, those experienced during the student's
learning process. Given the current ongoing challenge of engaging students into
educational activities, video games perfectly allow enhancing the learning experience
by providing enjoyable activities to keep absorbing content [17]. Moreover, as stated
in the “flow experience” model proposed by Novak and Hoffman [18], It appears to
be relevant to explore the student's control perception over their task and the
underlying level of complexity that might predict the level of participation in their
learning experience. Under this context, players are better aware of their own
capability to take decision on virtual environments with real challenges, combining
formal instruction and experiential assessment [12].
In addition to exposing students to serious games, the researchers in this study
exposed students to a semi-structured interview by asking participants about their
subjective experience after their immersion in the video game designed by UCSM
researchers. The following questions were asked: (1) Does the level of complexity in
video games predict the increase of cognitive resources? (2) Do emotional responses
3
predict the level of immersion in gaming-based learning contexts? (3) How does
game-based teaching influence emotions and cognition?
The paper is organized as follows; second section presents methods for this study.
Third section presents the procedure; the fourth describes statistical analysis and fifth
describes the discussion and results. After that, we present our conclusions.
2 Methodology
2.1 Participants
First-year undergraduate students enrolled at the school of Systems Engineering
participated in the program (n=9). Recruitment criteria were limited to male students
because of the low female population in the program. The participants (mean age = 19
years) were instructed to use the video game "Engineers Escaping" to solve engineer-
related challenges. Parallelly, the emotions of participants were measured through an
advance hardware sensor "EMOTIV EPOC” located on the forehead section of each
student. Furthermore, the participants took part on a semi-structured interview to
identify the cognitive load experienced after the videogame exposure.
2.2 Materials
2.2.1 Emotion assessment through “EMOTIV EPOC” hardware
The “EMOTIV EPOC-EEG” (electroencephalograph) is a brain activity map
hardware to identify cognitive processes, which may be experienced during the use of
videogames. Emotions such as: relaxation, interest, focus, commitment, emotion,
stress were analyzed. This device has 14 electrodes (saline solution sensors) located in
AF3, AF4, F3, F4, F7, F8, FC5, FC6, P7, P8, T7, T8, O1, O2 and two additional
sensors that serve as reference channels (one for the left and one for the right
hemisphere of the head). The 14 data channels of the Emotiv EPOC-EEG collected
data on emotional dimensions during the use of a software.
2.2.2“Engineer scaping” serious game
“Engineers Escaping” is a video game that exemplifies a real situation in the daily
life of a systems engineering student. The story begins in the classroom of a
programming course, where the protagonist discovers a tape that indicates that the
engineers had been kidnapped and must rescue them. As part of the story, it should be
noted that the student (character) will depend on the performance of the same within
the video game. The main character is a boy who will represent the player; he will be
able to move around the platforms, collect clues and crystals.
This game is built on particular principles. For instance, there are clear goals,
alongside a level-based story which is straightforwardly described for students to feel
that they have a challenge to pursue. The platform provides immediate feedback to
player, who must jump and avoid obstacles to reach checkpoints showed through a
progress bar on the screen. The game involves some basic skills to use the control
command unlike other games platform. Moreover, the game poses a horror-based
style to provoke tension on associated traps in each level (see Fig.1).
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Fig. 1. “Engineer Scaping” game- control panel.
The serious game: Engineers Escaping was implemented to achieve motivation in
learning matrix-based programming, testing, algorithm design, and geometric
transformations. Each game level is organized in chapters whose main character must
go through, the user will find traps that must be avoided or deactivated. In this
scenario, there are controls which requires solving puzzle to disarm the traps and
progress while collecting crystals and clues that contain key information. The
character will be able to jump, move left or right, open doors within each floor or
level. There are specific saws such as electric, lasers, spiked platforms that made
levels difficult. Additionally, the controls are designed to deactivate the traps in the
room; these controls contain puzzles that must be solved to advance in the level. Upon
reaching the door, students must press the "e" key, which will take the user to the first
puzzle of the game, which requires deciphering the combination in a 3x3 matrix by
pressing specific color-based boxes (See Fig. 2. Test cases).
Fig. 2. On the left: Test cases in which the student has failed.
On the right: Successful test cases unlock the level and move on to the next.
2.2.3 Cognitive load interview
The Task Load Index Scale of the National Aeronautics and Space Administration
(NASA-TLX Scale) was chosen to determine the perception about cognitive
workload during the use of the video game "Engineers Escaping". The instrument
measured 6 categories: effort, frustration, performance, mental demand, physical
demand and temporal demand in the participants. Each of the items was reported at
low or high levels, in the form of a semi-structured interview.
The NASA-TLX Scale was developed by Hart and Staveland in 1988 [19] to
quantify the physical and mental workload associated with the performance of a given
task, allowing the assessment of possible interference. The Scale has demonstrated a
5
very low variability of intervening variables, due to its category weighting system that
takes into account the individual's self-reported strengths and weaknesses.
3 Process
It should be mentioned that before the study commences, the approval of the local
ethical committee of the Catholic University of Santa Maria was obtained, in addition
to the written consent of each participant. Participants received information to partake
in the study. They were informed about the study objective and its implicit risks.
They were seated in a comfortable chair and given a personal computer to use the
video game. Investigators explained detailed instructions to take part on the video
game "Engineers Escaping" for 60 minutes and that they had to advance as much as
possible in the game (a platform game aimed at understanding different programming
concepts applied in the early years of the career). For the real evaluation, each
participant started the game in the computer lab. While the participant was playing on
the computer, the lights were turned off to help immerse the player in the game and
reduce the brightness of the room lights. The examiner installed and verified the
connections between each electrode of the EMOTIV EPOC device and the student's
scalp.
Emotional dimensions were captured in sync with the EEG data as the game is
deployed. Then data was recorded on the same computer with all non-essential
programs closed. After completion of the initial task ("Engineers Escaping"),
participants were informed that they would undergo an interviewing process, where
they would be asked about the cognitive load they were exposed to.
4 Statistical analysis
Descriptive statistics have been used to determine differences between participants
and to characterize the variables measuring cognitive demand and emotional response
to videogames. The statistical package SPSS 20 was used for quantitative analysis.
4.1 Quantitative analysis
Descriptive statistic was used to analyze emotions, whose dimensions are a)
relaxation (21.7%), b) interest (12.43%), c) focus (16.31%), d) commitment
(24.31%), e) emotion (21.04%), and f) stress (9.25%). It should be noted that a greater
percentage of the “engagement” dimension (24.31%) is observed with respect to the
other dimensions measured by the EMOTIV EPOC brain activity software.
Additionally, the "stress" dimension has not had variability, which means it had been
maintained in the pre and post assessment (fig. 3).
We also analyze normality using statistical package SPSS 20 (see fig. 4), we
obtained that the data is parametric, particularly the dimensions of: stress and focus
are even more homogeneous with respect to data normality. When comparing
performance in the pre and post-test, we identified a student t-score of 0.038, with a
6
variation of 4.2 points of the pre and post intervention (fig. 5). It is important to
emphasize that in the post-test, the dispersion of data in the evaluated sample is
reduced.
Fig. 3. EMOTIV EPOC Variation. Fig. 4. EMOTIV EPOC Normality
Fig. 5. Comparison Pre & Post test
4.2 Qualitative analysis
After collecting data from semi-structured interviews to investigate cognitive
workload. A content analysis technique was used to examine the response patterns of
the interviewees [20]. This methodology identified most of the recurring responses to
classify the data into categories (see table 1).
The content obtained from the interview went through an initial categorization
process guided by the "cognitive load" test (6 categories) classified into two levels
(high-low) for each cognitive load category. The exploration contained the following
dimensions:
Category 1. Mental demand, in this category it is evident that, the greater the
complexity of the challenge level in the video game, the greater the mental demand,
in terms of mental concentration.
Category 2. Physical demand, we found non-levels of physical activity, because the
participants are in a sitting position in front of the monitor to access the video game.
Category 3. Temporary demand, while some participants describe moderate-high
pressure to finish the game within the stipulated time frame, others comment that the
time is adequate for the task assigned in the game.
Category 4. Effort, the responses obtained in this element are determined by
individual differences. Some participants mention the effort to pass each level of the
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video game, on the other hand, we find students who give greater value to the
entertainment role, while "have fun" playing, the effort is implicit in the game.
Category 5. Frustration, in this element we explored the feeling of discomfort-
satisfaction with their own performance, while some students are frustrated by not
completing all the levels of the video game, others express discomfort-anxiety at
feeling observed by other players and not "reaching the good level" expected.
Category 6. Performance, this element allowed us to find that some students
experience a sense of success by participating in the platform, and since it was an
educational game it imposed a different challenge in reference to the entertainment
games, they are used to participate in. On the contrary, we found that some other
students are dissatisfied because they could not complete the objectives and/or levels
of the virtual challenge.
Table 1. Cognitive demand categories
Categories Low High Notes
1.Mental demand X The activity has a light demand, it is an easy
activity with instructions and guidelines.
2.Physical demand X The activity does not contain physical activity,
except for typing and sustained sight.
3.Temporary demand High and constant time pressure, time was
X limited for activities.
4.Effort XXXXX The activity requires incremental effort over
X time as work levels escalate.
5.Frustration As work levels increment, incremental
X frustration is also reported. Irritability when not
finding patterns in the game
6.Performance X The activity requires incremental effort over
time. The user’s performance responds to the
incremental complexity.
5 Discussion and results
Transformational play has been positioned as an innovative tool that offers to enhance
the learning experience [14, 21, 22]. The proven effectiveness of educational digital
games in academic performance accelerates potential improvements in the way
knowledge is transmitted [23].
These basic findings are consistent with previous research showing that varied
emotional responses are generated during the exposure to educational videogames.
We found MacMahan who evaluates the experiences of participants with assorted
modes of stimulation and suggests that the Emotiv EPOC is a tool that evaluates the
experience of the player during the game being an accessible tool because of its low
cost [5]. While this study found higher levels of engagement during execution of
activities, the multiple emotional and cognitive reactions will largely depend on the
type of game. This is corroborated by Brilliant et al. [24], who describes categories of
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games such as "3D adventure, first-person shooting (FPS), puzzle, rhythm dance, and
strategy" and its wide-ranging influence on the brain activity. Additionally, our study
casts a new light on demonstrating the deployment of a guided video game of strategy
called "Engineers Scaping" by involving first -year university students. This video
game provides evidence to manage complex content, such as matrix programming
and geometric transformations, through more didactic methodologies for data
programming. Although the video content was enjoyable, the authors declare
challenges on maintaining motivation and attention span among students.
Cognitive processing among students is of paramount to guide teaching
methodologies. It is widely known that virtual and non-virtual content imposes a
significant burden on the students' ability to receive and process information [23].
Particularly, the task performance resulting from mental effort by using online
videogames has been reported in numerous studies where the design, presentation and
evaluation of content had raised multiple interventions in education. One of the points
of analysis for this research is the NASA-TLX scale, which was reported as a relevant
tool to identify subjective perception resulting from complex content exposure [25,
26].
The following contributions are evidenced in the area of educational research: a)
videogame-based teaching improves student’s motivation to analyze cases before the
solution, as already reported in previous studies [10], b) students might better design
and cognize the access and withdrawal of complex algorithms by providing a block-
based structure [8]. Furthermore, this study demonstrated the importance of c) having
a fairly clear and intuitive feedback to improve the ability to identify and diagnose
problems timely [9].
The limitations of the present studies naturally include the sample size. Because of
lack of a specialized video-game laboratory, we decided to include a short sample to
control better the experience of gamers while learning complex contents. Another
limitation is the availability of female students at the School of system engineering.
Hence, this study involves the issue of not considering gender differences.
Despite these limitations, some implications of this study are raised. Results
demonstrate that emotions make an impact on the way students process new
information. As discussed, game-based curriculum should be considered on the basis
of positive emotions such as engagement to allow students better involvement on their
own learning [7, 27, 28]. Finally, more attention is needed on the game-based
learning-teaching approach [22], given students not only need guided content but also
digitalized learning environments to enhance a meaningful education in the context of
real-problem solving.
6 Conclusion
This study identified the emotional dimensions and cognitive load during the use of a
serious game called "Engineers Escaping". The findings depict a sort of emotions,
which are manifested in the context of virtual learning. These emotions are stress,
excitement, commitment, focus, interest and relaxation.
Furthermore, in the qualitative analyses it is found that cognitive performance
depends on the levels of exposure to the game, confirming the hypothesis that, the
9
videogames complexity increases the use of cognitive resources. These results are
supported by previous studies that distinguish the subjective disparities in terms of
emotional responses and cognitive load. Finally, it is critical to carry out more
longitudinal research to capture the role of video games, emotions and cognitive
resources to predict academic attainment on young university students.
Acknowledgements
This study was part of a series of research on games in education. We thank the
students who were involved in the development of the platform. The authors declare
no conflict of interest.
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