Integrating EEG Analysis into Game-Based Learning

A Pilot Study on Memory Encoding and Learner Perceptions in Digital Educational Escape Games

Abstract

In the game-based learning (GBL) literature, it is widely accepted that digital educational escape games (DEEG) contribute to increased academic performance, improved motivation, and increase in learner engagement. However, while these results are empirically well documented, there is a lack of insights into the cognitive and neural processes behind the reported results. This pilot study attempts to address this issue through an interdisciplinary research design. It includes both GBL and educational neuroscience (EN) to understand which mental processes are involved when interacting with a DEEG. The study engaged 23 adults, divided into three experimental groups. During their interactions in the different experimental conditions, changes in their brain waves were recorded via the use of an electroencephalogram (EEG). Specific attention was given to the neural markers of memory encoding/retrieval (hippocampal theta waves) as well as concentration (low beta waves) and the participants’ perceived usefulness of the activity (frontal alpha wave asymmetry). The study showed a significant increase in memory encoding/retrieval among the participants interacting with the DEEG. This increase was found to be linked to the participants’ perceived usefulness of the activity.