Search Results (7)

Designers of digital rehabilitation experiences can accommodate error-prone input devices like brain–computer interfaces (BCIs) by incorporating virtual help mechanisms to adjust the difficulty, but it is unclear on what grounds users are willing to accept such help. To study users’ experience of virtual help mechanisms, we used three help mechanisms in a blink-controlled game simulating a BCI-based stroke rehabilitation exercise. A mixed-method, simulated BCI study was used to evaluate game help by 19 stroke patients who rated their frustration and perceived control when experiencing moderately high input recognition. None of the help mechanisms affected ratings of frustration, which were low throughout the study, but two mechanisms affected patients’ perceived control ratings positively and negatively. Patient ratings were best explained by the amount of positive feedback, including game help, which increased perceived control ratings by 8% and decreased frustration ratings by 3%. The qualitative analysis revealed appeal, interference, self-blame, and prominence as deciding experiential factors of help, but it was unclear how they affected frustration and perceived control ratings. Building upon the results, we redesigned and tested self-reported measures of help quantity, help appeal, irritation, and pacing with game-savvy adults in a follow-up study using the same game. Help quantity appeared larger when game help shielded players from negative feedback, but this did not necessarily appeal to them. Future studies should validate or control for the constructs of perceived help quantity and appeal. Full article

A serious game combines concepts, principles, and methods of game design with information and communication technologies for the achievement of a given goal beyond entertainment. Serious game studies have been reported under a brain–computer interface (BCI) approach, with the specific use of electroencephalographic (EEG) signals. This study presents a review of the technological solutions from existing works related to serious games and EEG signals. A taxonomy is proposed for the classification of the research literature in three different categories according to the experimental strategy for the integration of the game and EEG: (1) evoked signals, (2) spontaneous signals, and (3) hybrid signals. Some details and additional aspects of the studies are also reviewed. The analysis involves factors such as platforms and development languages (serious game), software tools (integration between serious game and EEG signals), and the number of test subjects. The findings indicate that 50% of the identified studies use spontaneous signals as the experimental strategy. Based on the definition, categorization, and state of the art, the main research challenges and future directions for this class of technological solutions are discussed. Full article

Background: Serious games (SGs) are primarily aimed at promoting learning, skills training, and rehabilitation. Artificial intelligence, immersive technologies, the metaverse, and neurotechnologies promise the next revolution in gaming. Meta-skills are considered the “must-have” skills for thriving in the era of rapid change, complexity, and innovation. Μeta-skills can be defined as a set of higher-order skills that incorporate metacognitive, meta-emotional, and meta-motivational attributes, enabling one to be mindful, self-motivated, self-regulated, and flexible in different circumstances. Skillfulness, and more specifically meta-skills development, is recognized as a predictor of optimal performance along with mental and emotional wellness. Nevertheless, there is still limited knowledge about the effectiveness of integrating cutting-edge technologies in serious games, especially in the field of meta-skills training. Objectives: The current systematic review aims to collect and synthesize evidence concerning the effectiveness of advanced technologies in serious gaming for promoting meta-skills development. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was employed to identify experimental studies conducted in the last 10 years. Four different databases were employed: Web of Science, PubMed, Scopus, and Google Scholar. Results: Forty-nine studies were selected. Promising outcomes were identified in AI-based SGs (i.e., gamified chatbots) as they provided realistic, adaptive, personalized, and interactive environments using natural language processing, player modeling, reinforcement learning, GPT-based models, data analytics, and assessment. Immersive technologies, including the metaverse, virtual reality, augmented reality, and mixed reality, provided realistic simulations, interactive environments, and sensory engagement, making training experiences more impactful. Non-invasive neurotechnologies were found to encourage players’ training by monitoring brain activity and adapting gameplay to players’ mental states. Healthy participants (n = 29 studies) as well as participants diagnosed with anxiety, neurodevelopmental disorders, and cognitive impairments exhibited improvements in a wide range of meta-skills, including self-regulation, cognitive control, attention regulation, meta-memory skills, flexibility, self-reflection, and self-evaluation. Players were more self-motivated with an increased feeling of self-confidence and self-efficacy. They had a more accurate self-perception. At the emotional level, improvements were observed in emotional regulation, empathy, and stress management skills. At the social level, social awareness was enhanced since they could more easily solve conflicts, communicate, and work in teams. Systematic training led to improvements in higher-order thinking skills, including critical thinking, problem-solving skills, reasoning, decision-making ability, and abstract thinking. Discussion: Special focus is given to the potential benefits, possible risks, and ethical concerns; future directions and implications are also discussed. The results of the current review may have implications for the design and implementation of innovative serious games for promoting skillfulness among populations with different training needs. Full article

Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are very animated. Focus issues, hyperactivity, and attention problems may hamper learning. The needs and challenges of children with ADHD have been addressed by numerous digital solutions over the years. These solutions support a variety of needs (e.g., diagnosing versus treating), aim to address a variety of goals (e.g., addressing inattention, impulsivity, working memory, executive functions, emotion regulation), and employ a wide range of technologies, including video games, PC, mobile, web, AR, VR, tangible interfaces, wearables, robots, and BCI/neurofeedback, occasionally even in tandem. According to studies on the psychological impacts of serious games, immersive games can potentially be valuable tools for treating ADHD. This research investigates using PC, mobile/tablet applications, augmented reality, virtual reality, and brain–computer interfaces to develop executive functions and metacognitive and emotional competencies in children with ADHD through serious games. Following PRISMA 2020 criteria, this systematic review includes a comprehensive search of the PubMed, Web of Science, Scopus, and Google Scholar databases. The database search provided 784 records, and 30 studies met the inclusion criteria. The results showed that serious games assisted by multiple technologies could significantly improve a wide range of cognitive and socioemotional meta-competencies among children with ADHD, including visuospatial working memory, attention, inhibition control, cognitive flexibility, planning/organizing, problem-solving, social communication, and emotional regulation. The results of this review may provide positive feedback for creating more inclusive digital training environments for the treatment of ADHD children. Full article

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity that affects a large number of young people in the world. The current treatments for children living with ADHD combine different approaches, such as pharmacological, behavioral, cognitive, and psychological treatment. However, the computer science research community has been working on developing non-pharmacological treatments based on novel technologies for dealing with ADHD. For instance, social robots are physically embodied agents with some autonomy and social interaction capabilities. Nowadays, these social robots are used in therapy sessions as a mediator between therapists and children living with ADHD. Another novel technology for dealing with ADHD is serious video games based on a brain–computer interface (BCI). These BCI video games can offer cognitive and neurofeedback training to children living with ADHD. This paper presents a systematic review of the current state of the art of these two technologies. As a result of this review, we identified the maturation level of systems based on these technologies and how they have been evaluated. Additionally, we have highlighted ethical and technological challenges that must be faced to improve these recently introduced technologies in healthcare. Full article

Neurofeedback training (NFT) is a technique often proposed to train brain activity SR with promising results. However, some criticism has been raised due to the lack of evaluation, reliability, and validation of its learning effects. The current work evaluates the hypothesis that SR learning may be improved by priming the subject before NFT with guided mindfulness meditation (MM). The proposed framework was tested in a two-way parallel-group randomized controlled intervention with a single session alpha NFT, in a simplistic serious game design. Sixty-two healthy naïve subjects, aged between 18 and 43 years, were divided into MM priming and no-priming groups. Although both the EG and CG successfully attained the up-regulation of alpha rhythms (F(1,59) = 20.67, p < 0.001, η_p² = 0.26), the EG showed a significantly enhanced ability (t(29) = 4.38, p < 0.001) to control brain activity, compared to the CG (t(29) = 1.18, p > 0.1). Furthermore, EG superior performance on NFT seems to be explained by the subject’s lack of awareness at pre-intervention, less vigour at post-intervention, increased task engagement, and a relaxed non-judgemental attitude towards the NFT tasks. This study is a preliminary validation of the proposed assisted priming framework, advancing some implicit and explicit metrics about its efficacy on NFT performance, and a promising tool for improving naïve “users” self-regulation ability. Full article

Games that use brainwaves via brain–computer interface (BCI) devices, to improve brain functions are known as BCI serious games. Due to the difficulty of developing BCI serious games, various BCI engines and authoring tools are required, and these reduce the development time and cost. However, it is desirable to reduce the amount of technical knowledge of brain functions and BCI devices needed by game developers. Moreover, a systematic BCI serious game development process is required. In this paper, we present a methodology for the development of BCI serious games. We describe an architecture, authoring tools, and development process of the proposed methodology, and apply it to a game development approach for patients with mild cognitive impairment as an example. This application demonstrates that BCI serious games can be developed on the basis of expert-verified theories. Full article