Impact of gamification on brain activity and learner performance: an in class concurrent measurement
DOI:
https://doi.org/10.31686/ijier.vol8.iss1.2131Keywords:
Gamification, EEG, brainwave activity, focused attention, meditative state, medical education, student performanceAbstract
The optimal application of gamified methods in the teaching of Physiology requires research, as evidence on its impact is rudimentary. The purpose of this study was to determine the effects of gamification on learner attitudes, student performance scores, and brainwave activity in a Physiology learning environment. A cohort of 14 students from the first year Bachelor of Clinical Medical Practice program were randomly assigned to the gamified (G) and non-gamified (N-G) groups. The G group participated in a gamified activity, while the N-G group participated in a didactic teaching setting. The students were assessed on the same content. Electroencephalogram (EEG) recordings were measured using a MyndBand device during student participation in the assigned activities. Software algorithms computed attention and meditation brainwave signals that had been recorded during the testing sessions. The results of the study revealed higher performance scores in the G group when compared to the N-G group. Results also showed a higher median brainwave activity for attention signals in the G than in the N-G group. There was a positive correlation between median attention signals and performance scores. These preliminary findings on the use of gamification in a Physiology classroom setting indicate an improved cognitive outcome that is substantiated by the EEG brainwave attention signals.
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