Motivation, Engagement, and Performance in Two Distinct Modes of Brain Games: A Mixed Methods Study in Children

Abstract

Brain games (BGs) have long been recognized as one of the most cost-effective tools for cognitive stimulation. However, the underlying mechanisms that could enhance their effectiveness and acceptance remain underexplored. This research aims to shed light on how motivation and engagement influence performance across single vs. dual player desktop computer BGs among children. Performance as well as motivation and engagement were assessed through the mixed methods research in a sample of 117 participants during a series of BGs play across both modes. The BGs include Picture Puzzle, Letter and Number, and Find the Difference, which focuses on the player’s memory, analytical ability, and vision, respectively. The results revealed, in the context of BGs, single-player mode tended to be more engaging, while the dual player mode was generally more motivating. The dual player mode generally performed better in the memorization-and-recalling activity of Picture Puzzle and the visualization-and-searching activity of Find the Difference. In the analytical activity of Letters and Numbers, accuracy was higher in the dual player mode. Still, their efficiency was higher in single-player mode. A significant correlation was found between and within the performance subcomponents, motivation, and engagement across both modes of BGs. Particularly, they were reported as generally correlated and enhancing each other in dual player mode, while in single-player mode, motivation was reported as a non-contributing factor in enhancing performance subcomponents. Further quantitative findings concerning the employed BGs in each mode are also discussed.