Gamification of learning deactivates the Default Mode Network

HOWARD-JONES, Paul, JAY, Tim, MASON, Alice and JONES, Harvey (2016). Gamification of learning deactivates the Default Mode Network. Frontiers in Psychology, 6 (1891), 1-16.

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Abstract

We hypothesised 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.

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.3389/fpsyg.2015.01891
Page Range:	1-16
Depositing User:	Tim Jay
Date Deposited:	05 Jan 2016 10:42
Last Modified:	18 Mar 2021 06:48
URI:	https://shura.shu.ac.uk/id/eprint/11097

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