Biofeedback Documents
Various documents on general biofeedback, neurofeedback, EEG, and related, but NOT specifically paper and dice RPG.
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A Study of Biofeedback in a Gaming Environment PDF
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by
Hawke Robinson
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last modified
Nov 07, 2011 07:18 PM
- Xin Du Simon Fraser University, Canada Stephen R. Campbell Simon Fraser University, Canada David Kaufman Simon Fraser University, Canada ABSTRACT This chapter reports on a study of biofeedback in a gaming environment incorporating the acquisition and analysis of physiological data sets in tandem with other behavioral and self-report data sets. Preliminary results presented here provide some groundwork toward subsequent study in this area, as more comprehensive and detailed treatments will require further research. The main contribution and focus of this chapter concerns our experiences in applying methods not typically available to educational researchers. Our results are promising, though they cannot be taken to be definitive. Further developments and applications of these methods will lead to more detailed investigations as to what people may learn or gain from biofeedback in gaming environments, along with interdependencies of biofeedback and gaming pertaining to affect, motivation, behavior and cognition, and perhaps especially, to learning anxiety. INTROdUCTION This chapter reports on a collaboration between the SAGE for Learning project and ENGRAM/ME. ENGRAM/ME (Educational Neuroscience Group for Research into Affect and Mentation / in Mathematics Education, www.engrammetron.net) is a diverse collection of researchers with a special but not restricted emphasis in mathematics education, concerned with augmenting educational research with methods and results from psychophysiology and cognitive neuroscience (Campbell, with the ENL Group, 2007). The central hub for ENGRAM/ ME activities is the ENGRAMMETRON, the second author’s state-of-the-art educational neuroscience laboratory in the Faculty of Education at Simon Fraser University, where the research reported herein was conducted. AbSTRACT This chapter reports on a study of biofeedback in a gaming environment incorporating the acquisition and analysis of physiological data sets in tandem with other behavioral and self-report data sets. Preliminary results presented here provide some groundwork toward subsequent study in this area, as more comprehensive and detailed treatments will require further research. The main contribution and focus of this chapter concerns our experiences in applying methods not typically available to educational researchers. Our results are promising, though they cannot be taken to be definitive. Further developments and applications of these methods will lead to more detailed investigations as to what people may learn or gain from biofeedback in gaming environments, along with interdependencies of biofeedback and gaming pertaining to affect, motivation, behavior and cognition, and perhaps especially, to learning anxiety. INTROdUCTION This chapter reports on a collaboration between the SAGE for Learning project and ENGRAM/ME. ENGRAM/ME (Educational Neuroscience Group for Research into Affect and Mentation / in Mathematics Education, www.engrammetron.net) is a diverse collection of researchers with a special but not restricted emphasis in mathematics education, concerned with augmenting educational research with methods and results from psychophysiology and cognitive neuroscience (Campbell, with the ENL Group, 2007). The central hub for ENGRAM/ ME activities is the ENGRAMMETRON, the second author’s state-of-the-art educational neuroscience laboratory in the Faculty of Education at Simon Fraser University, where the research reported herein was conducted. AbSTRACT This chapter reports on a study of biofeedback in a gaming environment incorporating the acquisition and analysis of physiological data sets in tandem with other behavioral and self-report data sets. Preliminary results presented here provide some groundwork toward subsequent study in this area, as more comprehensive and detailed treatments will require further research. The main contribution and focus of this chapter concerns our experiences in applying methods not typically available to educational researchers. Our results are promising, though they cannot be taken to be definitive. Further developments and applications of these methods will lead to more detailed investigations as to what people may learn or gain from biofeedback in gaming environments, along with interdependencies of biofeedback and gaming pertaining to affect, motivation, behavior and cognition, and perhaps especially, to learning anxiety. DOI: 10.4018/978-1-61520-731-2.ch021 327 A Study of biofeedback in a Gaming Environment This study observed, recorded, and analyzed participants’ experiences playing a biofeedbackbased video game called Journey to Wild Divine®. The virtual nature of this game invites players into an interactive realm of seemingly endless possibilities. This interactive gaming environment, consisting of graphics and music, entices and affects changes in players’ energy levels by encouraging alterations in their breathing rates and levels of relaxation, thereby determining their progression through the game. We hope that this preliminary study will inform future research that can unveil novel educational implications leading to interesting new ways to improve teaching and learning.
