Gamification of Learning Deactivates the Default Mode Network

Paul A Howard-Jones,Tim Jay,Alice Mason,Harvey Jones

doi:10.3389/fpsyg.2015.01891

Paul A Howard-Jones, Tim Jay + Show 2 more

Open Access

https://doi.org/10.3389/fpsyg.2015.01891

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Abstract

We hypothesized that embedding educational learning in a game would improve learning outcomes, with increased engagement and recruitment of cognitive resources evidenced by increased activation of working memory network (WMN) and deactivation of default mode network (DMN) regions. In an fMRI study, we compared activity during periods of learning in three conditions that were increasingly game-like: Study-only (when periods of learning were followed by an exemplar question together with its correct answer), Self-quizzing (when periods of learning were followed by a multiple choice question in return for a fixed number of points) and Game-based (when, following each period of learning, participants competed with a peer to answer the question for escalating, uncertain rewards). DMN hubs deactivated as conditions became more game-like, alongside greater self-reported engagement and, in the Game-based condition, higher learning scores. These changes did not occur with any detectable increase in WMN activity. Additionally, ventral striatal activation was associated with responding to questions and receiving positive question feedback. Results support the significance of DMN deactivation for educational learning, and are aligned with recent evidence suggesting DMN and WMN activity may not always be anti-correlated.

Highlights

Games offer incentivised conditions that are remarkably effective in engaging players in goaldirected behavior (Przybylski et al, 2010)
Independent samples t-tests did not reveal any significant difference in the number of correct responses made by participants and competitors in the game-based condition [t(46) = 1.60, p = 0.496], or in the percentage of decisions to game points following a correct answer in this condition [t(46) = 0.933, p = 0.929]
Means and standard deviations of the pre-test, post-test and retention scores for learning content experienced in each of the three conditions are provided in Table 2 and suggest participants generally found learning in each condition suitably challenging

Summary

Introduction

Games offer incentivised conditions that are remarkably effective in engaging players in goaldirected behavior (Przybylski et al, 2010) This ability of games to engage their players has prompted the idea that “gamifying” learning experiences (i.e., embedding the learning in a gamelike context) might improve learning outcomes. This interest may reflect common-sense reasoning that, if gamification leads to a more rewarding environment for learning, we might be more engaged and so learn more rapidly. In a verbal working memory task, for example, incentive motivation can modulate performance with amplification of activity within prefrontal and visual association regions selective to processing the perceptual inputs of the stimuli to be remembered (Gilbert and Fiez, 2004)

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