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![Screenshots of the gamified tasks in the Heroes mini-game in Cerevrum, including Excessive Cubes (left), Constellation Memory (center), and Polygons (right) [Colour figure can be viewed at wileyonlinelibrary.com]](profile/Jocelyn-Parong/publication/333834958/figure/fig2/AS:850880840626183@1579877209553/Screenshots-of-the-gamified-tasks-in-the-Heroes-mini-game-in-Cerevrum-including.jpg)
Screenshots of the gamified tasks in the Heroes mini-game in Cerevrum, including Excessive Cubes (left), Constellation Memory (center), and Polygons (right) [Colour figure can be viewed at wileyonlinelibrary.com]
Source publication
The goal of the present study was to examine the effects of playing an immersive virtual reality game that included a collection of gamified cognitive tasks, Cerevrum, on specific components of cognition, including perceptual attention, mental rotation, working memory, visualization, visual field of view, and visual processing speed. Participants c...
Context in source publication
Context 1
... the second mini-game, Heroes, the player's goal was to protect a prized gem from incoming enemies by sending heroes to fight the enemies. Similar to the first mini-game, as shown in Figure 2, each of the three heroes involved a different subgame that required a cognitive skill: Executive Cubes, which required mental rotation; Constellation Memory, which required working memory; and Polygons, which required visualization. In Excessive Cubes, the player was shown a 3D arrangement of cubes, each with identifying marks (e.g., squares on one side and triangles on another side). ...
Citations
... The effect that Lumosity has on the cognitive performance of users shows encouraging results, indicating that the group that was using the program for a period of time increased their cognitive performance twice as much compared to the control group that did not use the program [104]. Despite this, there are other studies that have found the same effects [105,106] even considering that it should not be called a "brain training program" [107]. ...
Different investigations lead to the urgent need to generate validated clinical protocols as a tool for medical doctors to orientate patients under risk for a preventive approach to control Alzheimer’s disease. Moreover, there is consensus that the combined effects of risk factors for the disease can be modified according to lifestyle, thus controlling at least 40% of cases. The other fraction of cases are derived from candidate genes and epigenetic components as a relevant factor in AD pathogenesis. At this point, it appears to be of critical relevance the search for molecular biomarkers that may provide information on probable pathological events and alert about early detectable risks to prevent symptomatic events of the disease. These precocious detection markers will then allow early interventions of non-symptomatic subjects at risk. Here, we summarize the status and potential avenues of prevention and highlight the usefulness of biological and reliable markers for AD.
... There has been a research discourse on the digital spaces` potential, both offthe-shelf (COTS) and educational games, to develop cognitive skills such as working memory, attention, and spatial cognition [1; 2] and the adolescent`s psychological potential as a whole [3]. A theoretical model of the teenager's personality psychosemantic identity and a teenager's psychological potential rhizomorphic model in virtual space have been developed. ...
... Проведено дослідницький дискурс щодо потенціалу цифрових просторів, як готових (COTS), так і навчальних ігор, для розвитку когнітивних навичок, таких як оперативна пам'ять, увага та просторове пізнання [1; 2] та психологічного потенціалу підлітка в цілому [3]. Розроблено теоретичну модель психосемантичної ідентичності особистості підлітка та ризоморфну модель психологічного потенціалу підлітка у віртуальному просторі. ...
... Accordingly, Parong J. and Mayer R.E. [3] investigated the immersive VR games effects on specific cognitive components, like perceptual attention, mental performance, working memory, visualization, visual field, and visual processing speed. They argued that immersion can increase a presence, motivation, and attention learner's sense in a virtual world, although their study results did not provide conclusive evidence that the game affects cognition`s specific components. ...
... Han et al. [13] combined AR to improve the working memory of elderly people. Parong et al. [29] used a commercial cognitive VR game, Cerevrum, exploring the cognitive consequences of playing brain training games in a virtual environment. Escamilla et al. [8] proposed a Boxes Room task, which is inspired by the traditional N-back task, evaluating both visual and spatial working memory capacity. ...
Working memory is crucial for higher cognitive functions in humans and is a focus in cognitive rehabilitation. Compared to conventional working memory training methods, VR-based training provides a more immersive experience with realistic scenarios, offering enhanced transferability to daily life. However, existing VR-based training methods often focus on basic cognitive tasks, underutilize VR’s realism, and rely heavily on subjective assessment methods. In this paper, we introduce a VR Sandbox for working memory training and evaluation, MEM-Box, which simulates everyday life scenarios and routines and adaptively adjusts task difficulty based on user performance. We conducted a training experiment utilizing the MEM-Box and compared it with a control group undergoing PC-based training. The results of the Stroop test indicate that both groups demonstrated improvements in working memory abilities, with MEM-Box training showing greater efficacy. Physiological data confirmed the effectiveness of the MEM-Box, as we observed lower HRV and SDNN. Furthermore, the results of the frequency-domain analysis indicate higher sympathetic nervous system activity (LFpower and LF/HF) during MEM-Box training, which is related to the higher sense of presence in VR. These metrics pave the way for building adaptive VR systems based on physiological data.
... The extensive use of various media devices has made it possible to introduce various forms of virtual communication and entertainment into their daily lives, seamlessly integrating online and offline communications to support social networks, easily switching between media communication types. There has been a research discourse on the digital spaces' potential, both off-the-shelf (COTS) and educational games, to develop cognitive skills such as working memory, attention, and spatial cognition [33; 32] and the adolescent's psychological potential as a whole [41]. A theoretical model of the teenager's personality psychosemantic identity and a teenager's psychological potential rhizomorphic model in virtual space have been developed. ...
... Широке використання різноманітних медіапристроїв дало змогу запровадити різноманітні форми віртуального спілкування та розваг у їхньому повсякденному житті, плавно інтегруючи онлайн-та офлайн-комунікації для підтримки соціальних мереж, легко перемикаючись між типами медіакомунікації. Проведено дослідницький дискурс щодо потенціалу цифрових просторів як готових (COTS), так і навчальних ігор, для розвитку когнітивних навичок, таких як оперативна пам 'ять, увага та просторове пізнання [33; 32] та психологічного потенціалу підлітка загалом [41]. Розроблено теоретичну модель психосемантичної ідентичності особистості підлітка та ризоморфну модель психологічного потенціалу підлітка у віртуальному просторі. ...
... Accordingly, Parong J. and Mayer R.E. [41] investigated the immersive VR games effects on specific cognitive components, like perceptual attention, mental performance, working memory, visualization, visual field, and visual processing speed. They argued that immersion can increase a presence, motivation, and attention learner's sense in a virtual world, although their study results did not provide conclusive evidence that the game affects cognition's specific components. ...
Стаття містить огляд останніх досліджень у галузі вивчення можливостей та впливу віртуальних технологій на психіку та розвиток особистості в підлітковому віці, зокрема на активізацію внутрішніх психологічних потенціалів у цей віковий період, коли ситуація військового вторгнення в нашу країну часто не дає підліткам можливості реалізувати себе у звичних соціально прийнятних формах відповідно до соціальної ситуації розвитку та провідної діяльності. Широке використання різноманітних медіапристроїв дало змогу запровадити різноманітні форми віртуального спілкування та розваг у їхньому повсякденному житті, плавно інтегруючи онлайн- та офлайн-комунікації для підтримки соціальних мереж, легко перемикаючись між типами медіакомунікації. Проведено дослідницький дискурс щодо потенціалу цифрових просторів як готових (COTS), так і навчальних ігор, для розвитку когнітивних навичок, таких як оперативна пам’ять, увага та просторове пізнання [33; 32] та психологічного потенціалу підлітка загалом [41]. Розроблено теоретичну модель психосемантичної ідентичності особистості підлітка та ризоморфну модель психологічного потенціалу підлітка у віртуальному просторі. Обґрунтовано актуальність використання віртуальної реальності для різнобічного розвитку особистості в підлітковому віці. Віртуальний світ служить ігровим майданчиком для моделювання ситуацій психологічного розвитку з фізичного світу, таких як побудова ідентичності та самовираження, виникає резонне питання про ефективність віртуального світу для процесів покращення чи погіршення когнітивних навичок, розвитку чи втрати психологічних ресурсів особистості. Проєктування та розроблення будь-якого віртуального середовища має бути захоплюючим для дітей та молоді, щоб усвідомити весь потенціал творця та технології.
... Contrary to these findings, no strong evidence of an increase in spatial abilities was found after participants played Parong and Mayer (2020), a VR brain-training game, for 1.5 h. When we focused on spatial-ability performance in VR, we found that performance in perspective-taking tasks was increased by cues that included interactivity and/or agency, but not directionality alone (Gunalp et al., 2019). ...
... These studies reported a positive effect, especially for low-spatial-ability learners. A study that did not find significant changes argued that the cause might be the participants' short exposure to 1.5 h (Parong & Mayer, 2020). Considering the findings of Di and Zheng (2022) that describe an increased gain in spatial abilities in learning periods of more than 1 month, we found this to be a valid point. ...
Background
The importance of spatial abilities for individuals' success in science, technology, engineering, and mathematics (STEM) domains has been well established. Researchers have also emphasized the need to train engineering students in spatial ability. Although virtual reality (VR) offers prospects for training spatial abilities, research on the design of VR training environments remains incomplete.
Purpose
This review aimed to reveal the link between individuals' interactions in a VR environment and their spatial abilities and provide guidance for future research and the design of training settings. We also aimed to support students by aligning their interactions with individuals' spatial abilities or by using interactive VR to foster these abilities to create more equal opportunities in the field of engineering.
Method
A systematic review of existing literature was conducted to categorize and discuss recent findings.
Results
The study found that the reviewed literature (i) mainly considered mental rotation; (ii) showed advantages for high‐spatial‐ability learners and disadvantages for low‐spatial‐ability learners when they use interactive VR; (iii) indicated training possibilities, especially for low‐spatial‐ability learners, when they use interactive VR; and (iv) showed changes in not only interaction but also visualization parameters between experimental and control groups.
Conclusion
Interactive VR can be used to develop spatial abilities, particularly in low‐ability learners. However, it can also hinder these learners and favor high‐ability learners. Further research focusing on the interactive part of VR and the role of spatial ability is required to support design choices.
... motivation, self-efficacy, enjoyment; Buttussi & Chittaro, 2018;Han, 2020;Pande et al., 2021) as well as knowledge-retention (e.g. Moro et al., 2017;Parong & Mayer, 2020), either in isolation, or in comparison with more traditional forms of instruction and/or other media. However, results related to content learning (e.g. ...
Through the theoretical lenses of embodied and enactive learning, this paper reports the instructional effectiveness of immersive virtual reality (VR) in helping undergraduates learn core biochemistry concepts. The reported pretest-posttest quasi-experimental study investigated how student enactment and learning of biochemical interactions in a VR simulation designed for embodied and enactive learning compared with traditional slideshow lecture-based instruction in terms of student learning outcomes across a number of cognitive (conceptual learning) and affective (intrinsic motivation, self-efficacy, perceived learning) measures. Thirty-eight undergraduates (17 females) who volunteered to participate in the study randomly received either the VR simulation (19), or slideshow-based traditional (18) instruction. Preliminary statistical analyses revealed that embodied and enactive interactions in VR: (i) had a significant positive impact on conceptual understanding in contrast to traditional instruction, and (ii) significantly helped in improving self-efficacy and confidence among the students, but was indifferent from the traditional instruction on student scores in intrinsic motivation and perceived learning tests.
... • Dalgarno and Lee [18] determined improved spatial awareness, greater opportunities for experiential learning, increased motivation and engagement, better contextualization of learning. • Parong and Mayer [19] investigated the effects of playing through immersive virtual reality on specific components of cognition: perceptual attention, mental rotation, working memory, field of view (FoV) and visual processing speed. They argued that immersion could increase a learner's sense of presence, motivation, and attention in a virtual world. ...
Designing serious games in virtual reality (VR) may raise a health and safety concern as to whether children should use this technology. This paper attempts to clarify this issue by studying VR impact on children’s physical, cognitive and psychosocial development. With a supervised and controlled use over time, it is found that VR could cause physical problems as motion sickness and visual fatigue. To avoid these issues, a series of VR design guidelines are collected so researchers can follow them to develop serious games for children. To avoid motion sickness, developers have to: 1) regulate free movement in the virtual environment and add visual effects or references, 2) help to maintain a stable body posture during the game, 3) bring interactive objects closer and allow their manipulation in non-gravity condition, 4) adjust the difficulty of the tasks and make them as interactive as possible, and 5) implement quality visual and sound content. Regarding the reduction of visual fatigue, developers need to: 1) regulate and supervise the game time, 2) choose an HMD that offers good graphic definition, and 3) design the user interface to be easily understandable and legible.KeywordsVirtual realityChildrenMotion sicknessVisual fatigue
... This is in line with an emotional design perspective on task design (Plass et al., 2020;Plass & Kaplan, 2016;Um et al., 2012). However, research on gamification consistently only reported positive effects on subjective task experience, whereas effects on actual task performance are mixed (Bernecker & Ninaus, 2021;Ninaus et al., 2020;Parong & Mayer, 2019;Vermeir et al., 2020). Consequently, more detailed analyses of the different elements of gamification and their cognitive and emotional-motivational outcomes have been requested (Sailer et al., 2017). ...
Gamification of cognitive tasks might positively affect emotional-motivational factors (emotional design perspective) or negatively affect cognitive factors like working memory load (minimalistic design perspective). The current study examined the effects of gamification in a spatial n-back working memory task on task performance, task load (i.e., working memory load and effort), and subjective task experience. Task load was assessed by the physiological process measures pupil dilation and EEG theta (4 - 6Hz) and alpha (8 - 13Hz) frequency band power. Gamification was achieved by elements of emotional design (i.e., the visual screen design using, e.g., color, cartoon figures as n-back stimuli, and a narrative embedding of the task). While EEG and eye-tracking were recorded, participants conducted gamified and non-gamified 1-back and 2-back load levels. The gamification resulted in positive effects on subjective task experience and affect. Despite these effects, gamification did not affect task performance and task load. However, exploratory analyses revealed increased EEG theta power at right-parietal electrodes for gamified task versions compared to non-gamified ones. Potentially, this effect might indicate participants' increased effort or concentration in the gamified n-back task. In line with an emotional design perspective, gamification positively altered subjective task experience and affect without hampering task performance and therefore justify the extra effort of implementing game elements.
... Adequate psychological preparation before the high jump competition is the primary condition for good results. 1 High jumpers tend to strengthen their physical training during pre-competition practice. The athlete's poor psychological control ability can easily lead to emotional ups and downs in the competition process. ...
Introduction
The psychological state generates great effects on the athletes’ results. Adequate psychological preparation in sports before competitions is fundamental for good performance. The high jump athlete tends to strengthen his physical training during pre-competition practice. However, due to the difficulty of psychological control, emotional variations may occur that significantly limit the technical level of his presentation.
Objective
Analyze the psychological training program of college high jumpers on physical fitness and competition performance.
Methods
The physical fitness and competition situation of 22 college high jumpers in track and field are discussed. In this paper, 11 cases were randomly selected as the experimental group, and the remaining 11 cases were used as a control group. There was no involvement in directed mental training. The control group received regular exercise training, while the experimental group had regular physical training accompanied by directed psychological training. The fitness and competition results in both groups of athletes before and after the test were evaluated statistically.
Results
There was a significant difference in presentation performance between the experimental and control groups (P<0.05). Improvements in physical performance were significant in the experimental group.
Conclusion
Strengthening psychological training in athletes proved to be a critical factor in improving competition effectiveness. Level of evidence II; Therapeutic studies - investigation of treatment outcomes.
Keywords:
Track and Field; Conditioning, Psychological; Universities; Athletes
... In this context, the research focused on the potential of digital games, both Commercial-Off-the-Shelf (COTS) games and serious games (Abt 1975) (i.e. those that are primarily designed to improve learning outcomes in addition to entertainment) to develop cognitive skills such as working memory, attention and spatial cognition (Mayer 2019;Makransky et al. 2019;Kaimara et al. 2019a;Parong and Mayer 2020). Table 3 presents the reviewed studies focused on the cognitive domain. ...
... ClinicaVR is recommended as an assessment tool for selective and sustained attention The authors aimed to understand the relationship between the use of video games and their neural correlates. Despite the heterogeneity of the field of study, it has been possible to establish a series of links between the neural and cognitive aspects, particularly regarding attention, cognitive control, visuospatial skills, cognitive workload, and reward processing 32 Parong and Mayer (2020) Research article * * * The goal of the study was to examine the effects of playing an immersive VR game that included a collection of gamified cognitive tasks, on specific components of cognition, including perceptual attention, mental rotation, working memory, visualization, visual field of view, and visual processing speed. No evidence that brain training games improve specific components of cognition 33 Passig et al. (2016) Research article * * The main objective of this research was to study the degree to which the learning process in a dynamic assessment procedure using a computerized 3D Immersive Virtual Reality (3D IVR) framework contributes to the cognitive modifiability of children. ...
... Dalgarno and Lee (2010) identified a series of learning affordances of 3-D virtual environments, i.e. spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and collaborative learning. Correspondingly, Parong and Mayer (2020) researched the effects of playing immersive VR games on specific components of cognition, i.e. perceptual attention, mental rotation, working memory, visualization, visual field of view, and visual processing speed. Arguing that immersion could increase learner's feeling of presence, motivation, and attention in a virtual world, their research results do not provide strong evidence that playing such games affects specific components of cognition. ...
Virtual reality technologies (VRTs) are high-tech human–computer interfaces used to develop digital content and can be applied to multiple different areas, often offering innovative solutions to existing problems. A wide range of digital games is being also developed with VRTs and together with their components, the games' structural elements are appealing to children and engaging them more in virtual worlds. Our research interest is directed towards children's development and the effects of VRTs within gaming environments. Contemporary psychology studies perceive human development as a holistic and lifelong process with important interrelationships between physical, mental, social and emotional aspects. For the objectives and scope of this work, we examine children development across three domains: physical, cognitive and psychosocial. In this context, the authors review the literature on the impact of VRTs on children, in terms of software and hardware. Since research requires an wide-ranging approach, we study the evidence reported on the brain and neural structure, knowledge, behaviour, pedagogy, academic performance, and wellness. Our main concern is to outline the emerging ethical issues and worries of parents, educators, ophthalmologists, neurologists, psychologists, paediatricians and all relevant scientists, as well as the industry’s views and actions. The systematic review was performed on the databases Scopus, IEEE Xplore, PubMed, and Google Scholar from 2010 to 2020 and 85 studies were selected. The review concluded that findings remain contradictory especially for the psychosocial domain. Official recommendations from organizations and well-documented researches by academics on child well-being are reassuring if health and safety specifications and particularly the time limit are met. Research is still ongoing, constantly updated and consist of a priority for the scientific community given that technology evolves.
