Gaming enhances learning-induced plastic changes in the brain
| Autor: | Katja Junttila, Reima Karhila, Maria Uther, Anna-Riikka Smolander, Anastasia Giannakopoulou, Sari Ylinen, Mikko Kurimo |
|---|---|
| Přispěvatelé: | University of Helsinki, Speech Recognition, University of Bedfordshire, University of Wolverhampton, Dept Signal Process and Acoust, Aalto-yliopisto, Aalto University, Tampere University, Welfare Sciences |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
Linguistics and Language
515 Psychology Computer science business.industry Cognitive Neuroscience ComputingMilieux_PERSONALCOMPUTING Automatic speech recognition Digital game-based learning Brain Experimental and Cognitive Psychology Language and Linguistics Speech and Hearing Foreign-language learning Gaming Text mining Video Games Human–computer interaction Phonetics Humans Learning business Child Plastics |
| Popis: | Learning is increasingly assisted by technology. Digital games may be useful for learning, especially in children. However, more research is needed to understand the factors that induce gaming benefits to cognition. In this study, we investigated the effectiveness of digital game-based learning approach in children by comparing the learning of foreign speech sounds and words in a digital game or a non-game digital application with equal amount of exposure and practice. To evaluate gaming-induced plastic changes in the brain function, we used the mismatch negativity (MMN) brain response that reflects the activation of long-term memory representations for speech sounds and words. We recorded auditory event-related potentials (ERPs) from 37 school-aged Finnish-speaking children before and after playing the “Say it again, kid!” (SIAK) language-learning game where they explored game boards, produced English words aloud, and got stars as feedback from an automatic speech recognizer to proceed in the game. The learning of foreign speech sounds and words was compared in two conditions embedded in the game: a game condition and a non-game condition with the same speech production task but lacking visual game elements and feedback. The MMN amplitude increased between the pre-measurement and the post-measurement for the word trained with the game but not for the word trained with the non-game condition, suggesting that the gaming intervention enhanced learning more than the non-game intervention. The results indicate that digital game-based learning can be beneficial for children’s language learning and that gaming elements per se, not just practise time, support learning. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|