Final Update December 17, 2014 Group Members Shashank Pawar Game - - PowerPoint PPT Presentation

Final Update December 17, 2014

Group Members

Shashank Pawar Game Design and Mechanics Juranee Termnuwong Literature Research Leslie Martinez Design

Affiliations

• Dr. Bruce Homer

Director of Research Associate Professor of Educational Psychology at Graduate Center, CUNY Ph.D. in Human Development and Applied Psychology

• Dr. Jan Plass

Founding Director Paulette Goddard Professor of Digital Media and Learning Sciences, NYU Ph.D. in Educational Technologies

Project Timeline SEPTEMBER OCTOBER

Assigned Project Frankenstein Model Paper Prototype Game Board Prototype Game level development

NOVEMBER DECEMBER

User testing Game level Redevelopment Wireframe design Game Engine Framework Cognitive Task Development Game Development

January February

First digital prototype Expert & Peer reviews Design Changes Research Design Game Development Second Prototype

March April

Formal Research Academic Paper TBD

Learning Game Design Model (Plass, 2013)

Analyze Requirements Working Prototype

Physical Prototype Digital Prototype

Evaluate Outcomes

Feasibility, motivation, learning

Formative Evaluation

Generate Learning Ideas

Learning Mechanics Learning Scaffolds

Generate Gaming Ideas

Game Mechanics Visual & Incentive Design

Formalize Ideas

Design Documentation Combine Ideas Brainstorming Evidence Centered Design Problems with Design Refine & Polish Quality Assurance CLIENT REQUEST

○ Executive Functions are the cognitive control functions

needed when you have to concentrate and think, when acting

• n your initial impulse might be ill-advised. (Diamond & Lee, 2011)

○ EF - Updating: “Updating can be considered as coding

incoming information for relevance to task and then appropriately re-coding the items held in working memory by replacing old irrelevant information with new relevant information.” (Miyake et al., 2000)

Executive Functions

• Shifting (Mental flexibility)
• Inhibition (Self-control)
• Updating (Working memory)
• Problem Solving
• Reasoning
• Planning

Examples of Executive Functions

Why only one executive function?

• According to the Unity-Diversity model focusing on a single executive function helps in

directly addressing the cognitive and biological underpinnings. (Miyake & Friedman, 2012)

Executive function Games

How will the game help improve cognition?

Player will perform:

• Working memory tasks
• Sequential memory tasks
• Active Memory-data

manipulation. Motivated by:

• Situated context
• Voluntary participation.
• Engaging content.
• Empathy

Cognitive Task Model

• WM task consist of a primary task which consists of the targeted memory

task along with a secondary task to distract the person. This is what separates simple memory tasks and working memory tasks. (Conway et al., 2005)

• We have developed our own cognitive task based on the principles of

working memory tasks.

• Input Sequence: B,G,Y,R,R,Y,R,B,Y
• Memory Schema: {B,G,Y}, {Y,R,R} --> {R,R,Y},{Y,Y,R} --> {R,Y,Y},{Y,B,Y},

{Y}

Audience

Children, ages 7-12, with learning disabilities, specifically those with poor working memory, such as persons with ADHD.

Impact of Poor Working Memory

http://g.psychcentral. com/news/u/2009/03/adhdassociated withpoormemory.jpg http://www.workingwithadhd.com/wp- content/uploads/2014/06/MemoryStickyNoteMan.png http://www.staana.edu. pe/webtacna/images/stories/tutoria/sindrome_e mperador.jpg http://ep.yimg.com/ty/cdn/yhst- 55030780566641/DysgraphiaIssues http://cdn.overstock.com/img/mxc/091120_Messy_Room.jpg

Background

National Center for Learning Disabilities: http://www.ncld.org

• In a government-funded study, Alloway and colleagues tested more than 3,000

grade school and junior high children in the U.K. They found that one in 10 had very poor working memory.

• “Ninety-eight percent with poor working memory had very low scores

in standardized tests of reading comprehension and math.

• When following up six years later, they found working memory to be a more

powerful predictor than IQ when it comes to learning.

Literature Review

Steven, J., Quittner, A. L., Zuckerman, J. B., & Moore, S. (2002)

• Examined 3 aspects of Barkley’s (1997) recent model of Attention Deficit

Hyperactivity Disorder (ADHD)—behavioral inhibition, self-regulation of motivation, and working memory.

• Utilizing 152 elementary school children ages 7 to 12. Seventy-six children with

ADHD and 76 children without a psychiatric diagnosis.

• Results indicated that children with ADHD had deficits in inhibitory control, working

memory, and short-term memory relative to children without the disorder.

Literature Review

Martinussen, R., Hayden, J., Johnson, S. H., & Tannock, R. (2005)

• To determine the empirical evidence for deficits in working memory (WM) processes in children

and adolescents with attention-deficit/hyperactivity disorder (ADHD).

• Exploratory meta-analytic procedures were used to investigate whether children with ADHD

exhibit WM impairments.

• Twenty-six empirical research studies published from 1997 to December, 2003
• Inclusion criteria: Each study had to include an assessment of at least one of the four WM

components.

• Evidence of WM impairments in children with ADHD supports recent theoretical models

implicating WM processes in ADHD.

Literature Review

• Klingberg, T., Fernell, E., Olesen, P., Johnson, M., Gustafsson, P., Dahlström, K.,

... Westerberg, H. (n.d.)., (2005)

• 53 children with ADHD, aged 7 to 12 years, without stimulant medication.
• 20 days of computer program treatment for WM (Adaptive Cogmed training vs. a comparison

program)

• Measure visuospatial WM task that was not part of the training program.
• There was a significant treatment effect both post-intervention and at follow-up. In addition,

there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning.

• WM can be improved by training in children with ADHD.

• Blackett, R., (2011)
• Tested students pre-training and post-training using standardized test batteries like the

Wechsler Intelligence Scale for Children and the Stanford Binet Intelligence Scales.

• Students demonstrated an improvement in Working Memory after using Jungle

Memory.

• Alloway, T.P. (2012)
• Randomly allocated high school-aged students with learning difficulties into one of two

groups.

• The training group participated in an interactive working memory training program.
• The control group received targeted educational support for an equivalent amount of

time.

• The training group performed significant better in working memory, vocabulary, and

math post-training, while the control group did not show any substantial improvement.

Literature Review

• Foy, J. G. & Mann V. A., (2014)
• Children (age average 62.21 months) were randomly assigned to an Adaptive

Cognitive Training, ACT (n = 23) or a wait-list control (n = 27) group.

• ACT consisted of 20 minutes per day, 25 days at the beginning of the school year.
• Using Cogmed-JM: Adaptive visuospatial working memory training.
• ACT significantly improved performance in near-transfer (untrained visuospatial test)

and far-transfer (tests of verbal working memory and behavioral self- regulation).

Literature Review

Literature Review

Source: http://www.cogmed.com/published-research

Prototyping

Prototyping

Visual we tested on Nov. 1 & 2

• Played with 16 children

from ages 5-12.

• We used our personal

contacts to obtain access to children in this age range.

User Testing

User testing

Survey Methodology

• We used think aloud protocols (Lewis, 1982) for the

survey.

• The protocol requires users to speak out whatever is

going on in their mind while interacting with the design.

Survey Questions

• Name / Age / Grade
• Did you like the game?
• Did you care about the monkeys?
• Did you understand the rules?
• What did you like?
• What didn't you like?
• What changes would you make?
• What kind of games do you play?

Informally asked the following to all the players

Feedback from Players

• Jungle Fire … Change the name
• Make the rope swing
• Change the rope to a vine
• Make the monkeys jump
• The story doesn’t make sense. There shouldn’t be a fire in a

rainforest.

• Add a branch to connect the rope/vine

Feedback from Players

• The monkeys are cute!
• “This is actually fun”
• Challenging (in a positive way)
• “I would play this again”
• “It’s not boring”

Level Design

Level 1 Hidden level - 1 Sorting - No Monkeys sequence - Red-blue Level 2 Hidden level -1 Sorting - No Monkey sequence- Red green blue Level 3 Hidden level - 1 Sorting - No Monkey sequence - Blue green blue red Level 4 Hidden level - 1 Sorting - No Monkey sequence - Yellow Red Green Blue Blue Level 5 Hidden level - 1 Sorting - No Monkey sequence - Yellow Yellow Red Blue Red Green Level 6 Hidden level - 2 Sorting - No Monkey sequence - Red Red Blue Blue Green Green Level 7 Hidden level - 2 Sorting - No Monkey sequence- Red Blue Green Green Red Red Level 8 Hidden level - 2 Sorting - No Monkey sequence - Yellow Green Red Blue Green Green. Level 9 Hidden level - 2 Sorting - No Monkey sequence - Green red red green blue yellow yellow blue Level 10 Hidden level - 2 Monkey sequence - Blue Green Red Yellow Green Red Blue Yellow

Wireframes

Competitive Analysis

Existing products

• Cogmed (targets working memory through spatial memory skills or

a combination of it with other memory skills, gamified tasks)

• Jungle memory
• Personal memory trainer - Multi-directional approach with varying
• tasks. (Task based, advanced users only)
• Working Memory - Card match games.

• Team up with healthcare professionals in many different settings to provide Cogmed training.
• Requires participation for approximately 30-45 minutes every weekday for five weeks.
• The software guides the child through multiple rotating exercises each day. These exercises are

designed to train working memory.

• The complexity level of each exercise is automatically adjusted to stretch the user’s capacity to

the maximum.

• Included in the program is an optional racing game, that functions as an immediate reward after

each day of training.

• $$ The starter package is $980 for a package of five.

www.cogmed.com

COGMED

• For students’ age 7 to 16 year olds with, ADHD, including Dyslexia, learning difficulties and

Autistic Spectrum Disorder.

• Increase their focus and concentration, helps them ignore distractions, and process information

more quickly.

• Train visual Working Memory in relation to letter recognition, spatial rotation, and processing,

which is critical for any activities that involve reading, writing, and logical processing.

• Apply number knowledge to solve increasingly complex math operations and use their Working

Memory to remember and process information, while completing multiple problems.

• Works best when it is played 4x a week.
• 8 Week Subscription for $49.99 (USD)
• Money back guarantee. If a child plays four times a week, plays all 3 training programs, and don’

t advance beyond the 15th percentile in at least 2 of the training programs by the end of the program, you get your money back.

http://junglememory.com

JUNGLE MEMORY

http://junglememory.com/images/logo. gif?1329620934 http://www.lerendbrein.nl/attachments/Image/River_Crossing.png http://junglememory.com/images/screenshots.jpg?1298569357 http://www.lerendbrein.nl/attachments/Image/Quicksand.png

Other “Games”

• Authentic context and narrative.
• Targets core issue of working memory

(Executive functions)

• Focuses on sequential and sorting memory.
• Gameplay independent of high spatial, motor
• r visual cognition requirement.
• Playable without doctor’s prescription.

MONKEY VINE

Game Engine Framework

Game Engine Game GameXML Level LevelXML

GameScribe

The GameScribe

by

The GameScribe

by

• In-game Adaptivity
• Player behavior

Purpose?

The GameScribe

by

Semester-End Objectives

• Complete Game Design
• Game engine framework
• Design of major visual elements.

Future

❏ Development Over the Christmas Break ❏ First Prototype in January ❏ Expert Reviews ❏ Second Prototype in March ❏ Research in March ❏ Academic Paper?

References

Alloway, T.P. (2012). Can interactive working memory training improving learning? Journal of Interactive Learning Research, 23, 1-11. Alloway, T.P., Gathercole, S.E, Kirkwood, H.J., & Elliott, J.E. (2009). The Cognitive and Behavioral Characteristics of Children with Low Working Memory. Child Development, 80, 606-621 Blackett, R. (2011). Jungle memory training: Improves working memory. Retrieved from http://junglememory. com/pages/general_content_area?content_area_id=2 Cogmed Working Memory Training. (2014). Retrieved from http://www.cogmed.com Diamond, A., Lee, K. (2011), Interventions shown to aid executive function development in children 4-12 years old.

• Science. Vol. 333, p. 959-964.

Foy, J. G., & Mann V. A. (2014). Adaptive cognitive training enhances executive control and visuospatial and verbal working memory in beginning readers. International Education Research, 2, 19-43

Jungle Memory. (2011). Retrieved from http://junglememory.com Klingberg, T., Fernell, E., Olesen, P., Johnson, M., Gustafsson, P., Dahlström, K., Westerberg, H. (2005). Computerized training of working memory in children with ADHD: a randomized, controlled trial. Journal of The American Academy of Child and Adolescent Psychiatry, 44 (2), 177-186. Lewis, C. H. (1982). Using the "Thinking Aloud" Method In Cognitive Interface Design (Technical report). IBM. RC- 9265. Martinussen, R., Hayden, J., Johnson, S. H., & Tannock, R. (2005). A meta-analysis of working memory impairments in children with attention-deficit/hyperactive disorder. Journal of The American Academy of Child and Adolescent Psychiatry, 44 (4), 377-84. Miyake, A., Friedman, N., Emerson, M., Witzki, A., Howeter, A. (2000), The unity and diversity of executive functions and their contributions to complex “Frontal lobe” tasks: A latent variable analysis. Cognitive Psychology. 41, pp. 49-100

References

Miyake, A. & Friedman, N. (2012). The nature of organization of individual differences in executive functions: Four general conclusions, Current directions in psychological s science, 2012, 21: 8, DOI:10.1177/0963721411429458 Steven, J., Quittner, A. L., Zuckerman, J. B., & Moore, S. (2002). Behavioral inhibition, self-regulation of motivation, and working memory in children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 21(2), 117- 139 Stuart, A. (n.d.). What is working memory and why does it matter?. Retrieved from http://www.ncld.org/types-learning- disabilities/executive-function-disorders/what-is-working-memory-why-does-matter

References