The Impact of Brain Research on Game and Simulation Design Rick Van Sant, Ph.D. Ferris State University

Brain Plasticity the brain never stops changing and adjusting. The brain physically changes as we learn

the brain never stops changing and adjusting.

The brain physically changes as we learn

Brain Based Game Development Brain regions mature at different stages Earliest = back of brain which mediates contact with the environment (sensory function, hearing, touch, spatial processing. Next = part of brain that helps you know where the light switch is in your bathroom even though you cannot see it Last = prefrontal cortex which controls planning, suppressing impulses, setting priorities, weighing consequences

Brain regions mature at different stages

Earliest = back of brain which mediates contact with the environment (sensory function, hearing, touch, spatial processing.

Next = part of brain that helps you know where the light switch is in your bathroom even though you cannot see it

Last = prefrontal cortex which controls planning, suppressing impulses, setting priorities, weighing consequences

Neurons Making Connections

The iBrain Technologies change the way our brain works and the way we think 2005 study: young people 8 – 18 yrs old expose their brains to 81/2 hours of digital and video stimulation a day. 2008 study: five days of learning technology showed physical evidence of a rewired brain.

Technologies change the way our brain works and the way we think

2005 study: young people 8 – 18 yrs old expose their brains to 81/2 hours of digital and video stimulation a day.

2008 study: five days of learning technology showed physical evidence of a rewired brain.

The iBrain Continuous Partial Attention Continuous partial attention (not multitasking) results in constant need to scan for contact Constant heightened need = stress Brain begins to thrive on perpetual connectivity, becomes physically addicted to state of anticipation of exciting news at any moment

Continuous partial attention (not multitasking) results in constant need to scan for contact

Constant heightened need = stress

Brain begins to thrive on perpetual connectivity, becomes physically addicted to state of anticipation of exciting news at any moment

The iBrain The Breakdown At some point, sense of control and self worth we feel with continuous partial attention breaks down – brains not built to sustain this type of activity. Brain strain = errors in work, judgment. Become irritable, distracted.

At some point, sense of control and self worth we feel with continuous partial attention breaks down – brains not built to sustain this type of activity.

Brain strain = errors in work, judgment. Become irritable, distracted.

The iBrain Good News: Gaming and Simulations are different

Good News:

Gaming and Simulations are different

Gender Differences

Gender and Gaming Red and Yellow are regions that showed greater activation for males compared to females. No regions showed greater activation for females compared to males. This is what your brain looks like while gaming

E-Learning Conundrum: We are social learners sitting alone at computers

E-Learning Conundrum: How do you elicit the correct amount of arousal from a learner sitting alone at computers

The Learning Brain Designing Games and Simulations Kolb = Four Pillars Experiencing (concrete experience) Examining (reflective observation) Explaining (abstract conceptualization) Applying (active experimentation) Image of Brain Neurons (Credit: Image courtesy of Robert S. Mc.Neil)

Kolb = Four Pillars

Experiencing (concrete experience)

Examining (reflective observation)

Explaining (abstract conceptualization)

Applying (active experimentation)

Implications for E-Learning Design

Implications for E-Learning Design