ArticleFrontiers in psychology2015
Gamification of Learning Deactivates the Default Mode Network.
Article in Frontiers in psychology, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Abnormal brain activation during speech perception and production in children and adults with reading difficulty.NPJ science of learning · 2024Article
- Rest to Promote Learning: A Brain Default Mode Network Perspective.Behavioral sciences (Basel, Switzerland) · 2024Review
- Effects of Gamification on Student Success and Perception of Instruction in Neuroanatomy: A Retrospective Analysis.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2024Article
- ADHD-Gaming Disorder Comorbidity in Children and Adolescents: A Narrative Review.Children (Basel, Switzerland) · 2022Review
- The effect of strategy game types on inhibition.Psychological research · 2022Article
- Article
- Domain-Specific Inhibitory Control Training to Improve Children's Learning of Counterintuitive Concepts in Mathematics and Science.Journal of cognitive enhancement : towards the integration of theory and practice · 2020Article
- Long reaction times are associated with delayed brain activity in lewy body dementia.Human brain mapping · 2018Article
- A BreakoutEDU for understanding gene expression in high school. A case study: Design, implementation, and evaluation of the emotions of its implementation.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We hypothesized that embedding educational learning in a game would improve learning outcomes, with increased engagement and recruitment of cognitive resources evidenced by increased activation of working memory network (WMN) and deactivation of default mode network (DMN) regions. In an fMRI study, we compared activity during periods of learning in three conditions that were increasingly game-like: Study-only (when periods of learning were followed by an exemplar question together with its correct answer), Self-quizzing (when periods of learning were followed by a multiple choice question in return for a fixed number of points) and Game-based (when, following each period of learning, participants competed with a peer to answer the question for escalating, uncertain rewards). DMN hubs deactivated as conditions became more game-like, alongside greater self-reported engagement and, in the Game-based condition, higher learning scores. These changes did not occur with any detectable increase in WMN activity. Additionally, ventral striatal activation was associated with responding to questions and receiving positive question feedback. Results support the significance of DMN deactivation for educational learning, and are aligned with recent evidence suggesting DMN and WMN activity may not always be anti-correlated.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.