Memory Game Research Articles

Frontal lobe epilepsy: an eye tracking study of memory and attention.

To explore the characteristics and mechanisms of working memory impairment in patients with frontal lobe epilepsy (FLE) through a memory game paradigm combined with eye tracking technology. We included 44 patients with FLE and 50 healthy controls (HC). All participants completed a series of neuropsychological scale assessments and a short-term memory game on an automated computer-based memory evaluation platform with an eye tracker. Memory scale scores of FLE patients including digit span (U = 747.50, p = 0.007), visual recognition (U = 766.50, p = 0.010), and logical memory (U = 544.00, p < 0.001) were significantly lower than HC. The patients with FLE took longer to complete the four levels of difficulty of the short-term memory game than healthy controls (level 1: U = 2974.50, p = 0.000; level 2: U = 3060.50, p = 0.000; level 3: U = 2465.00, p = 0.000; level 4: U = 2199.00, p = 0.000). During the memory decoding period, first fixation on the targets took significantly longer for FLE patients for all difficulty levels compared to controls (level 1: U = 3407.00, p = 0.008; level 2: U = 3618.00, p = 0.036; level 3: U = 3345.00, p = 0.006; level 4: U = 2781.00, p = 0.000). The average fixation duration per target among patients with FLE was found to be significantly longer compared to HC (level 1: U = 2994.50, p = 0.000; level 2: U = 3101.00, p = 0.000; level 3: U = 2559.50, p = 0.000; level 4: U = 2184.50, p = 0.000). The total fixation duration on AOI/total completion time of FLE patients was significantly lower than those of HC for levels 1 to 3 (level 1: U = 1557.00, p = 0.000; level 2: U = 2333.00, p = 0.000; level 3: U = 2757.00, p = 0.000). Furthermore, the eye tracking data during the memory decoding phase were correlated with neuropsychological scale scores (p < 0.05). Patients with FLE exhibited short-term memory impairment probably due to deficits in attentional maintenance, especially during the memory decoding phase. Eye tracking technology provided the possibility to help separate and quantify visual attention from memory processing, contributing to exploring underlying mechanisms of memory impairment in FLE.

How Good is Your Memory Game Relates to Children's Expressive Language Development

How Good is Your Memory Game Relates to Children's Expressive Language Development

Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children’s mathematical knowledge

The acquisition of domain-specific number knowledge and domain-general cognitive processes, including working memory, have shown to contribute to math learning and achievement. Correlational work has emphasized a reciprocal relationship between these processes; however, little is known about their relative and causal contributions to math learning. Here, we test the individual and additive benefits of playing tablet-based games targeting domain-specific and domain-general skills to improve mathematical knowledge and working memory in a diverse population of kindergarten children (N = 235, 50 % female, 45 % Hispanic/Latino, 35 % African American/Black, 21 % White, 6 % biracial/mixed race, 51 % annual household income less than $30,000). Our results provide causal evidence for the reciprocal relations between numerical knowledge and working memory. Specifically, we found that playing a working memory game led to improvements in mathematical knowledge as compared to an active control and after taking into account baseline performance. Importantly, we also found that children who played both a working memory game and a numerical knowledge game showed the most pronounced and sustained benefits in mathematical knowledge, with benefits remaining present several weeks after intervention completion. Our findings illustrate the importance of targeting both domain-general and domain-specific skills in order to maximize the benefits of interventions to improve mathematical knowledge. Yet, given the inconsistent results across various studies, we argue that it is critical to further investigate underlying mechanisms and training features, as even subtle variations seem to dramatically affect training outcomes.

Updating the Foodbot Factory serious game with new interactive engaging features and enhanced educational content.

Serious games (i.e., digital games designed for educational purposes) can foster positive learning attitudes and are increasingly used as educational tools. Foodbot Factory is a serious game application (app) that helps children learn about healthy eating based on Canada's Food Guide principles and has demonstrated to increase nutrition knowledge among this group. This paper describes the process followed to expand Foodbot Factory's educational content and integrate immersive technologies and innovative features into the app. The revision process, which was guided by the Obesity-Related Behavioral Intervention Trials model, included the following phases: first, an interdisciplinary team of nutrition scientists, education experts, and computer scientists analyzed data from the original pilot study, recently published literature, and feedback from stakeholders to define areas to improve Foodbot Factory. The five original Foodbot Factory modules were evaluated by the team during weekly meetings, where the educational content, interactive features, and other elements that required updates (e.g., aesthetics and accessibility) were identified. Second, prototypes were created and refined until a final version of Foodbot Factory was approved. Nineteen children tested the updated Foodbot Factory and found it "easy to use" (89%) and "fun" (95%). The new version of Foodbot Factory contains 19 learning objectives, including 13 original and six new objectives. Interactive engagement features in the updated Foodbot Factory included augmented reality incorporated into two learning modules; new mini-games were created, including a memory game; an overhaul of the aesthetics; (e.g., new food images); and accessibility features were included to support users with cognitive and vision disabilities.

Interaction Harvesting

Whenever a user interacts with a device, mechanical work is performed to actuate the user interface elements; the resulting energy is typically wasted, dissipated as sound and heat. Previous work has shown that many devices can be powered entirely from this otherwise wasted user interface energy. For these devices, wires and batteries, along with the related hassles of replacement and charging, become unnecessary and onerous. So far, these works have been restricted to proof-of-concept demonstrations; a specific bespoke harvesting and sensing circuit is constructed for the application at hand. The challenge of harvesting energy while simultaneously sensing fine-grained input signals from diverse modalities makes prototyping new devices difficult. To fill this gap, we present a hardware toolkit which provides a common electrical interface for harvesting energy from user interface elements. This facilitates exploring the composability, utility, and breadth of enabled applications of interaction-powered smart devices. We design a set of "energy as input" harvesting circuits, a standard connective interface with 3D printed enclosures, and software libraries to enable the exploration of devices where the user action generates the energy needed to perform the device's primary function. This exploration culminated in a demonstration campaign where we prototype several exemplar popular toys and gadgets, including battery-free Bop-It--- a popular 90s rhythm game, an electronic Etch-a-sketch, a "Simon-Says"-style memory game, and a service rating device. We run exploratory user studies to understand how generativity, creativity, and composability are hampered or facilitated by these devices. These demonstrations, user study takeaways, and the toolkit itself provide a foundation for building interactive and user-focused gadgets whose usability is not affected by battery charge and whose service lifetime is not limited by battery wear.

ELEVATING YOUNG LEARNERS VOCABULARY MASTERY THROUGH KIM’S MEMORY GAME

This research aims to analyze the implementation of Kim’s memory game to improve the vocabulary mastery of the fifth graders at MI Pembangunan. This research used classroom action research design that included 12 students as the subject of the research. In conducting the research, the researchers collaborated with the classroom English teacher. The researcher and the collaborator worked together in planning, implementing, observing, and reflecting. This research used some instruments such as observation sheets and field notes to observe the implementation of Kim’s memory game during the act of conducting research. The findings showed that the implementation of Kim’s memory game in teaching vocabulary could improve the students’ mastery in vocabulary and encourages them to involve in the teaching learning process. The students’ improvement in vocabulary mastery was reflected on their result of the final test in the second cycle. The mean score of their final test in the second cycle reached to 99,5.

Öğretmen Görüşüne Göre İlköğretim Yabancı Dil Olarak Türkçe Dersinde Öğrencilerin İsteklendirilmesinde Öğretmenlerin Oyun Tercihi

The aim of this study is to determine the importance of games, which are effective in providing student motivation within the scope of game-based learning in Turkish lessons. Games enable students to participate more actively in the lesson and make learning more fun. Games also have a positive effect on students' socialization and self-confidence. It is known that teachers often apply games that are effective in encouraging students. Teachers who teach Turkish as a foreign language at primary education level outside of Turkey, do instructive activities to increase students' motivation to the lesson through gamification for primary school students at A1-A2 basic level. In this context, in order to determine the game preferences of the teachers in the lessons, the opinions of 37 teachers about the subject were asked by the researcher as a question, through online and face-to-face interviews, one of the qualitative data collection methods, and the data were collected by recording their answers. The obtained data were interpreted after being analyzed as content and descriptive. According to the findings of the research, word generation, word card games, garden games, puppet-miniature games, balloon-ball games, puzzle games, word-of-mouth games and memory games were determined as the most preferred games in providing motivation for teachers. Keywords: Teacher's view, foreign language, primary school Turkish lesson, game preference, motivation.

Sound and Movement Hands-on Workshop as a Sensorimotor Stimulation Tool during Child Development

Children interact with the world through sensations and movements, which generate different perceptions and allow the construction of knowledge and motor skills acquisition. This study shows a rhythmic and sound stimulatory hands-on workshop elaboration and application, which involves the use of musical resources with sensorimotor stimulation techniques that constitute an instrument for preventing, facilitating, or correcting child neuropsychomotor development. Four activities were elaborated (Slave of Jo Chain, Body Music, Making Rhythm, and Color/Sound Memory Game) taken together as the “Sound and Movement” workshop applied during the Museum of Neurosciences traveling actions in formal and non-formal teaching spaces of Rio de Janeiro, Brazil. Musical instruments and accessories were used to help specific skills development such as body, directional, spatial, and temporal awareness. We observed a wide public adherence to activities with broad participation from children to elderly people, as well as people with disabilities, totaling 7,680 participants.

Dynamics of quantum-memory assisted entropic uncertainty and entanglement in two-dimensional graphene

We explore the quantum-memory assisted entropic uncertainty (QMA-EU), Jensen-Shannon coherence and entanglement dynamics in a Graphene sheet of disordered electrons in the presence of the intrinsic decoherence. The Graphene sheet containing two sublattices in a two-dimensional honeycomb lattice, which results due to the impurity-potentials interaction of two Dirac points. Entropic uncertainty and logarithmic negativity are used to investigate the generation and preservation of QMA-EU and entanglement under the major factors of Graphene material, including the band structure parameter, the wave numbers as well as the decoherence effect. For the initial uncorrelated two-lattice-point-qubit state, it is found that the lattice-point interactions have high capacity to generated partially/maximally two-lattice-point-qubit entangled and hence the partial/perfect Bob’s ability to guessing the outcome of Alice’s measurement. The increase of the graphite band structure parameter, the wave numbers enhance the generated lattice-point entanglement and Jensen-Shannon coherence, and hence the quantum memory game has a high prediction accuracy. For the intrinsic decoherence, the ability to generate entanglement, Jensen-Shannon coherence. and guessing the Alice’s measurement outcomes weakens. The sudden death-birth phenomenon in the logarithmic-negativity dynamics appears. The increase of the graphite band structure parameter weakens the robustness dynamics against the decoherence effect, while the increase of the wave number operators enhances this robustness. For initial maximally correlated state, the robustness dynamics of the QMA-EU, Jensen-Shannon coherence, and logarithmic-negativity entanglement is very sensitive to the increase of the band structure, wave numbers, and intrinsic decoherence.

Long-term Memory Testing in Children With Typical Development and Neurodevelopmental Disorders: Remote Web-based Image Task Feasibility Study.

Neurodevelopmental disorders (NDD) cause individuals to have difficulty in learning facts, procedures, or social skills. NDD has been linked to several genes, and several animal models have been used to identify potential therapeutic candidates based on specific learning paradigms for long-term and associative memory. In individuals with NDD, however, such testing has not been used so far, resulting in a gap in translating preclinical results to clinical practice. We aim to assess if individuals with NDD could be tested for paired association learning and long-term memory deficit, as shown in previous animal models. We developed an image-based paired association task, which can be performed at different time points using remote web-based testing, and evaluated its feasibility in children with typical development (TD), as well as NDD. We included 2 tasks: object recognition as a simpler task and paired association. Learning was tested immediately after training and also the next day for long-term memory. We found that children aged 5-14 years with TD (n=128) and with NDD of different types (n=57) could complete testing using the Memory Game. Children with NDD showed deficits in both recognition and paired association tasks on the first day of learning, in both 5-9-year old (P<.001 and P=.01, respectively) and 10-14-year old groups (P=.001 and P<.001, respectively). The reaction times to stimuli showed no significant difference between individuals with TD or NDD. Children with NDD exhibited a faster 24-hour memory decay for the recognition task than those with TD in the 5-9-year old group. This trend is reversed for the paired association task. Interestingly, we found that children with NDD had their retention for recognition improved and matched with typically developing individuals by 10-14 years of age. The NDD group also showed improved retention deficits in the paired association task at 10-14 years of age compared to the TD group. We showed that web-based learning testing using simple picture association is feasible for children with TD, as well as with NDD. We showed how web-based testing allows us to train children to learn the association between pictures, as shown in immediate test results and those completed 1 day after. This is important as many models for learning deficits in NDD target both short- and long-term memory for therapeutic intervention. We also demonstrated that despite potential confounding factors, such as self-reported diagnosis bias, technical issues, and varied participation, the Memory Game shows significant differences between typically developing children and those with NDD. Future experiments will leverage this potential of web-based testing for larger cohorts and cross-validation with other clinical or preclinical cognitive tasks.

Memory characteristics in mesial temporal lobe epilepsy: Insights from an eye tracking memory game and neuropsychological assessments.

To compare different patterns of memory impairment in patients with two subtypes of mesial temporal lobe epilepsy (MTLE) and healthy controls. Thirty-five healthy controls and 41 patients with MTLE were recruited, of which 25 patients were diagnosed as hippocampal sclerosis (HS-MTLE), and the rest 16 patients were lesion-negative (MRI-neg MTLE). Participants completed the Wechsler memory assessment and a short-term memory game on an automated computer-based memory assessment platform with an eye tracker. Both the MRI-neg MTLE and HS-MTLE groups took longer time to complete the short-term memory game than healthy controls (p < 0.001, Cohen's d = 1.087; p = 0.047, Cohen's d = 0.787). During the memory encoding phase, the MRI-neg MTLE group spent significantly shorter time than healthy controls on the difficult levels with three (p = 0.004, Cohen's d = 0.993) and four targets (p = 0.016, Cohen's d = 0.858). During the memory decoding phase, the HS-MTLE group spent less time looking on the targets compared to controls when recalling and finding four targets (p = 0.004, Cohen's d = -0.793), while the MRI-neg MTLE group spent significantly longer time on the distractors and shorter time on the region of interests (ROIs) for all difficulty levels (all p < 0.05) than controls. Furthermore, the eye tracking data were correlated with the scores of the Wechsler Memory Scale after Bonferroni correction (p < 0.05). Patients with MRI-neg MTLE demonstrate impaired memory mostly due to attention deficits, while those with HS-MTLE show memory impairment with relative sparing of attention. Eye tracking technology has the potential of facilitating the investigation of the mechanism of memory defect in MTLE and can serve as a supplementary neuropsychological tool for clinical diagnosis and long-term monitoring.

Effects of task structure and attribution target on responsibility attributions in human–robot interaction

Responsibility attribution refers to beliefs about the cause of an event or outcome. This study investigates the effects of cooperation and competition on responsibility attributions after success and failure in human–robot interaction. A 2 × 2 × 2 mixed-design experiment was conducted, with task structure (cooperation vs. competition) and attribution target (self vs. robot) as within-subject variables and task outcome (win vs. lose) as a between-subject variable. Forty students from a university campus participated in the experiment. They cooperated with or competed against a humanoid robot in a picture memory game whose outcome either exceeded (success) or did not reach (failure) an expected outcome. Afterward, participants allocated the causal responsibility between themselves and the humanoid robot for a specified performance success or failure. It was found that participants attributed more responsibility for success to themselves than to the humanoid robot, and such self-serving bias was greater in competitive than in cooperative structures. Additionally, participants attributed more responsibility for failure to themselves than to the humanoid robot in cooperative structures but not in competitive structures. Moreover, the competitiveness index of unsuccessful participants moderated the relationship between the task structure and the differential responsibility attribution between the self and the robot. Furthermore, participants evaluated the humanoid robot more positively in cooperative than competitive structures. Finally, participants had higher accuracy in cooperative structures, although they subjectively perceived that they performed better in competitive structures. These findings provide insight to guide people's attributional behavior, task performance, and evaluation of robots in the desired manner from the perspective of task structure design.

Strategi Marketing dalam Optimalisasi Minat Pengunjung Website caribakatmu.com dengan Pendekatan Technology Acceptance Model

This service aims to contribute as a marketing strategy and increase visitors to the caribakatmu.com website, which was managed by PT Ahad Edutama Inovasi with the technology acceptance model (TAM) approach. This service method was Participatory Action Research (PAR), where the service team assisted partners in research to solve problems. Data was collected by distributing questionnaires to 100 website user respondents in which the questions were based on the approach used. Path analysis was used in this activity with the SEM-PLS program to comprehensively determine the direct and indirect effects of exogenous variables on endogenous ones. This service analysis showed that Caribakatmu.com was following the technology acceptance model. The variables perceived ease of use and perceived usefulness significantly affect attitude towards using and behavioral intention. However, with the addition of age and gender control variables, there are several suggestions for Caribakatmu.com, including 1) the Development of services for the student level up to the company level; 2) Expanding personality testing by providing visual tests, memory games and creativity so that talent mapping is comprehensive; 3) Adding the share feature so that users can promote this website.

Utjecaj neposrednog aerobnog vježbanja na rezultate u igrama pamćenja kod djece u šestoj godini

Physical activity (PA) is important for improvement of the cardiovascular, muscular and skeletal health, however the influence of PA on cognitive functions is also established. PA is particularly important in early childhood because of pronounced neuroplasticity in that develomental stage. Considering that numerous research conducted on adults, has shown positive impact on working memory, i. e. ability to maintain and manipulate the information, the goal of the current research was to establish the influence of acute bouts of aerobic exercise on memory games in preschool children. Forty children 6-year-old, divided into experimental and control groups, were included. Experimental group was involved in moderate-to-high aerobic exercise immeadiately before the memory game, while control group does not exercise before the game. In one-month experiment four measurements were conducted. Outcome variables were defined by game scores acquired and time needed to complete the game. The results showed no statistically significant differences between the groups in points acquired, but statistically significant main effect of time was obtained (F(1.97, 74.85)=17.89, p=.000, partial eta squared = .32).

Женское лицо войны в прозе современных британских писательниц

The contribution of British women to the victory in World War II was great: unmarried women under 30 were mobilized to Women’s Auxiliary Service, to work in industries and in the so-called Land Army. During the Blitz –a period of intense bombing of London and other British cities in 1940–1941–women worked in voluntary teamsclearing rubble, in ambulances and in hospitals. Descriptions of the bombed, burning city are numerous in the books of writers who witnessed the war (G.Greene, E.Bowen, and others). The war changed the everyday life of British women and their social roles drastically. The life of women in the wartime London is described in M. Spark’s novel The Girls of Slender Means(1963), but in subsequent years the topic was not much discussed in literature. The return of British literature to national history took place at the end of the 20th century. In the 21st century, the wartime women’s life and fight is reflected in the following novels by contemporary women writers: S.Waters The Night Watch, K.Atkinson Life after Life, E.Healey Elizabeth is Missing, K.Morton The Secret Keeper, and others. All the novels are based both on wartime documents (witnesses’ diaries and memoirs) and on literary tradition. Each of the writers describes the heroic struggle of women during the Blitz and their everyday life; wartime daily life and its constituents acquire a symbolic, even ideological meaning. The novels analyze similar themes and problems, but the writers use different points of view and narrative techniques. S. Waters uses reverse com-position, her characters are marginal from the point of view of public morals. K.Atkinson’s novel is a com-plex postmodern narration where numerous plotlines are interwoven. E.Healey mostly relies on memory games, while K.Morton uses popular literature techniques. Two categories –memory and history –are em-ployed in all the novels to show and to reconstruct the role of British women in the WWII victory.

An Interactive Design Tool for Assessing Student understanding in Digital Environments

Various e-tools and interactive media have improved and enhanced the teaching and learning in higher education. For example, flipped teaching pedagogy encourages the students to engage in the various in-class activities rather than just to be a passive learner by listening to the lectures. On the other hand, newly joined students have trouble understanding the key modules since they don't know the fundamental concepts related to the modules. This paper illustrates how online quiz creators and education tools might improve the student performance in academic setup. The online quiz creator has numerous styles, including photo quizzes, team quizzes, one-page quizzes, image quizzes, memory games, and match games for dynamic, energetic, and passionate student engagement. Students may self-assess their progress using ICT-based online quizzes. This platform assists with student engagement and learning to make them active learner. Students are greatly motivated by various learning styles and technology that suits them. This also has helped the students to avoid a random online tool and join a safe environment to enhance their learning. Supporting multiple learning styles is one of the techniques that should be implemented in every module delivery. The effectiveness of using these practices in teaching is measured through student feedback. Based on their responses, it is concluded that many benefits are found by adapting these practices, such as students' increased interest in their modules, improved understanding skills, and relational abilities.

Passés troublés, rétro-utopies et mobilisations guerrières en Europe contemporaine

"After the horrific experiences of ex-Yugoslavia, the tragedy of Ukraine reveals the terrible consequences of the memory conflicts radicalization. Anticipated by a constant mnemonic war led by the Russia particularly against its Eastern neighbors, it proves “what happens when memory wars turn into real wars”. Since the end of Cold War, in the context of the re-nationalization of ideologies, the remythologization of national histories, and the reshaping of memory politics, the European memory games, as part of the struggle for recognition, have often became memory wars. This article provides some relevant insights about the political instrumentation of the “restorative nostalgia”/“retrotopia” in the (post-)Cold War illiberal memory games/wars, against the background of the growing crises connected to the rise of neo-nationalism. Keywords: memory wars, memory games, (re)mythologization of history, restorative nostalgia, populist neo-nationalism."

Creative Teaching Strategies Implemented in Teaching English to Young Language Learner

This research objective is to find out the creative teaching strategies implemented in teaching English to Young Language Learner. The method used in this research is qualitative research method. The participant is the teachers and young language learners or the children in Sunday School Jemaat Buntu Pasele Rantepao. The instruments used to collect the data are interview and observation. The data analyzes by Miles and Huberman theory. The creative teaching strategies implemented in teaching English to Young Language Learner at English tuition class at Sunday School Jemaat Buntu Pasele Rantepao are (1) Play games: memory games, Hangman, Simon Says and board games. (2) Use storytelling. (3) Use music and songs. (4) Used technology such as educational apps, videos, and interactive games to teach English vocabulary and grammar. (5) Make it interactive: role-plays, group discussions, and other activities that require the children to use English. The last is Sunday Meeting in the tourist object.

Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates

Investigation of the Effect of Memory Games on Reasoning Skills of Teacher Candidates

“AR The Gods of Olympus”: Design and Pilot Evaluation of an Augmented Reality Educational Game for Greek Mythology

Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to increase students’ interest for the subject and lead to better learning outcomes. However, studies about the use of AR educational games in the classroom are sparse and further research is necessary. In this article, we present an AR-enhanced educational game for teaching History (Greek Mythology) to 3rd grade Primary school students in Greece. The game, called “AR The Gods of Olympus” consists of three mini games: an AR game with the gods/goddesses of Olympus using narration; a memory game with cards depicting the gods and their symbols; and a quiz game. In order to study the effectiveness of the game and students’ experience and perceptions on it, a study was carried out with primary school students that used the game in classroom. The study utilized a pre-/post-test design, a brief questionnaire based on the MEEGA+ model for evaluating educational games, and observation of students during game playing. Students’ performance was improved after playing the game but the difference was not statistically significant, while the game was positively perceived by students. Especially the AR mini game raised students’ interest and as the students themselves stated helped them “learn while playing”.