EEG-based assessment of video and in-game learning

  • Authors:

  • Rina R. Wehbe;Dennis L. Kappen;David Rojas;Matthias Klauser;Bill Kapralos;Lennart E. Nacke

  • Affiliations:

  • University of Ontario Institute of Technology, Oshawa, Canada;University of Ontario Institute of Technology, Oshawa, Canada;University of Toronto, Toronto, Canada;University of Ontario Technology Institute, Oshawa, Canada;University of Ontario Institute of Technology, Oshawa, Canada;University of Ontario Institute of Technology, Oshawa, Canada

  • Venue:
  • CHI '13 Extended Abstracts on Human Factors in Computing Systems
  • Year:
  • 2013

Quantified Score

Hi-index 0.00

Visualization

Abstract

People often learn game-related information in video games by taking turns playing and watching each other play. This type of in-game learning involves both observation and imitation of actions. However, games are also made to be learnt individually during gameplay. Our study seeks to assess which is more effective for learning: just playing a game yourself or watching somebody play it first. We compare two gameplay situations: playing a digital game before watching a game-play video and playing a digital game after watching a gameplay video. Using a between-participants design, to measure learning effectiveness we recorded Mu rhythms, which are indirectly linked to mirror neuron activation during imitation learning. We also analyze hemispheric frontal alpha asymmetry. Our results indicate that presentation order of the video game matters and players are more aroused when watching a gameplay video before playing.