Journal articles: 'Brain games'

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Stevens-Smith, Deborah A. "Brain Games." Strategies 19, no. 6 (July 2006): 19–23. http://dx.doi.org/10.1080/08924562.2006.10591222.

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Hiscott, Rebecca. "Brain Games." Neurology Now 11, no. 6 (2015): 21. http://dx.doi.org/10.1097/01.nnn.0000475907.15696.50.

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Denworth, Lydia. "Brain-Changing Games." Scientific American Mind 23, no. 6 (December 19, 2012): 28–35. http://dx.doi.org/10.1038/scientificamericanmind0113-28.

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Alcorn, Jenn. "Glimpses: Brain Games." ASHA Leader 19, no. 2 (February 2014): 12. http://dx.doi.org/10.1044/leader.gl.19022014.12.

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Quiroga, M. A., A. Diaz, F. J. Román, J. Privado, and R. Colom. "Intelligence and video games: Beyond “brain-games”." Intelligence 75 (July 2019): 85–94. http://dx.doi.org/10.1016/j.intell.2019.05.001.

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Murch, W. Spencer, and Luke Clark. "Games in the Brain." Neuroscientist 22, no. 5 (July 9, 2016): 534–45. http://dx.doi.org/10.1177/1073858415591474.

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Makin, Simon. "Brain training: Memory games." Nature 531, no. 7592 (March 2016): S10—S11. http://dx.doi.org/10.1038/531s10a.

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Liverpool, Layal. "Games for your brain." New Scientist 249, no. 3320 (February 2021): 51. http://dx.doi.org/10.1016/s0262-4079(21)00204-9.

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Blott, Jonathan. "Brain Games and Knife Play." Lancet Oncology 18, no. 7 (July 2017): 862. http://dx.doi.org/10.1016/s1470-2045(17)30480-1.

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Tompkins, Elizabeth K. "Brain Games for Cognitive Improvement." Journal of Consumer Health On the Internet 17, no. 4 (October 2013): 397–409. http://dx.doi.org/10.1080/15398285.2013.833450.

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HOLDEN, C. "Brain Food in Computer Games." Science 253, no. 5017 (July 19, 1991): 264. http://dx.doi.org/10.1126/science.253.5017.264.

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Stephenson, Joan. "No Gain From Brain Games?" JAMA 303, no. 19 (May 19, 2010): 1908. http://dx.doi.org/10.1001/jama.2010.635.

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Kwak, Ki Hyeon, Hyun Chan Hwang, Sun Mi Kim, and Doug Hyun Han. "Comparison of Behavioral Changes and Brain Activity between Adolescents with Internet Gaming Disorder and Student Pro-Gamers." International Journal of Environmental Research and Public Health 17, no. 2 (January 9, 2020): 441. http://dx.doi.org/10.3390/ijerph17020441.

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While pro-gamers play according to defined living habits and planned schedules, adolescents with internet gaming disorder (IGD) exhibit irregular lifestyles and unregulated impulsive gaming behavior. Fourteen IGD adolescents and 12 pro-gaming students participated in this study. At baseline and after one year, demographic data, the Child Behavior Check List (CBCL), depressed mood, anxiety, and resting-state functional magnetic resonance imaging were assessed. Over the year, IGD adolescents played games as per their usual schedule, while pro-gamer students played according to their school’s team schedule. After one year, the pro-gamers’ scores had decreased in the CBCL-total (total problematic behaviors), CBCL-externalizing (under-controlled behavior, like impulsivity and aggression), and CBCL-internalizing (over-controlled behavior like depression and anxiety) compared to those of the IGD adolescents. Both groups displayed increased brain activity in the parietal lobe (a component of the attention network) over the years. Compared to pro-gamers, IGD adolescents showed higher brain activity within the left orbitofrontal cortex. Brain activity within the orbitofrontal cortex was associated with CBCL-externalizing scores. These results suggest that gaming had increased the attention network’s brain activity, but a well-organized support system could lead to different results, in terms of improved behaviors and suppressing brain activity within the orbitofrontal cortex.

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Dunning, Troy. "Happy Neuron Launches Online Brain Games." Activities, Adaptation & Aging 31, no. 4 (September 2007): 59–60. http://dx.doi.org/10.1300/j016v31n04_05.

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Andreu-Perez, Ana R., Mehrin Kiani, Javier Andreu-Perez, Pratusha Reddy, Jaime Andreu-Abela, Maria Pinto, and Kurtulus Izzetoglu. "Single-Trial Recognition of Video Gamer’s Expertise from Brain Haemodynamic and Facial Emotion Responses." Brain Sciences 11, no. 1 (January 14, 2021): 106. http://dx.doi.org/10.3390/brainsci11010106.

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With an increase in consumer demand of video gaming entertainment, the game industry is exploring novel ways of game interaction such as providing direct interfaces between the game and the gamers’ cognitive or affective responses. In this work, gamer’s brain activity has been imaged using functional near infrared spectroscopy (fNIRS) whilst they watch video of a video game (League of Legends) they play. A video of the face of the participants is also recorded for each of a total of 15 trials where a trial is defined as watching a gameplay video. From the data collected, i.e., gamer’s fNIRS data in combination with emotional state estimation from gamer’s facial expressions, the expertise level of the gamers has been decoded per trial in a multi-modal framework comprising of unsupervised deep feature learning and classification by state-of-the-art models. The best tri-class classification accuracy is obtained using a cascade of random convolutional kernel transform (ROCKET) feature extraction method and deep classifier at 91.44%. This is the first work that aims at decoding expertise level of gamers using non-restrictive and portable technologies for brain imaging, and emotional state recognition derived from gamers’ facial expressions. This work has profound implications for novel designs of future human interactions with video games and brain-controlled games.

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Levy, David. "From Computer Games to a Global Brain." ICGA Journal 35, no. 4 (December 1, 2012): 220–24. http://dx.doi.org/10.3233/icg-2012-35405.

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GUILFORD-BLAKE, ROXANNA. "Brain Fitness Games May Raise Memory Scores." Internal Medicine News 43, no. 8 (May 2010): 22. http://dx.doi.org/10.1016/s1097-8690(10)70424-8.

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GUILFORD-BLAKE, ROXANNA. "Brain Fitness Games Jolt Stroke Patients' Memory." Clinical Psychiatry News 38, no. 4 (April 2010): 18. http://dx.doi.org/10.1016/s0270-6644(10)70195-8.

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Heyn, Patricia, Pallavi Sood, Hannes Devos, Ahmed Negm, and Sandra Kletzel. "Brain Games for Dementia: Do They Help?" Innovation in Aging 4, Supplement_1 (December 1, 2020): 775. http://dx.doi.org/10.1093/geroni/igaa057.2803.

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Abstract Brain Gaming (BG) Interventions have been shown to improve the cognitive function of older adults with cognitive impairments (CIs). However, rigorous evaluation supporting BG effectiveness is needed. Thus, we used meta-analysis to evaluate the effectiveness of BG. Several search databases (i.e. Pubmed) were used to identify relevant randomized controlled trials (RCTs). Cochrane RoB tool evaluated risk of bias. The main outcome was the composite score of cognitive function. Inverse-variance random effects model was used to compare the pooled standardized mean difference (SMD) across studies. A total of 16 RCTs included 909 participants. The RCTs varied in sample size, gaming platform, training prescription, and cognition. The meta-analysis showed no significant effects of BG on overall cognitive function (pooled SMD = 0.08, 95% CI [-0.24 – 0.41], p = 0.61, I2 = 77%. However, due to high heterogeneity, we cannot confidently refute that BG is an effective cognitive training approach.

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DEMPSEY, ROBERT. "Video Games Are Good For the Brain?" Neurosurgery 53, no. 4 (October 1, 2003): NA. http://dx.doi.org/10.1227/01.neu.0000309250.94601.4d.

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WENDLING, PATRICE. "Violent Video Games Affect Brain, MRIs Show." Pediatric News 41, no. 1 (January 2007): 34. http://dx.doi.org/10.1016/s0031-398x(07)70033-4.

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Bavelier, Daphne, and C. Shawn Green. "The Brain-Boosting Power of Video Games." Scientific American 315, no. 1 (June 14, 2016): 26–31. http://dx.doi.org/10.1038/scientificamerican0716-26.

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Bakaoukas, Anastasios G., Florin Coada, and Fotis Liarokapis. "Examining brain activity while playing computer games." Journal on Multimodal User Interfaces 10, no. 1 (November 24, 2015): 13–29. http://dx.doi.org/10.1007/s12193-015-0205-4.

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Waweru, B. W., P. S. Joseph Ng, and H. C. Eaw. "Gamesy." International Journal of Business Strategy and Automation 2, no. 3 (July 2021): 36–52. http://dx.doi.org/10.4018/ijbsa.20210701.oa3.

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Games have existed since time immemorial and have proved to significantly change people's mentality and attitudes towards countless scenarios. Although games are ‘time wasters', we should acknowledge the one thing that games offer, constant testing, and learning a simple game engages the brain and proves that games are an asset in mental development. Thus, gamification can be used to provide a fun learning environment. In this article, the authors discuss how gamification has been implemented in various applications over the years, people's take on gamification and gamified apps from a survey and interview conducted, and thereafter design a student-oriented gamified study app, Gamesy, that makes use of game elements to improve performance in school and change/improve study habits in a game environment via progressive game design. With this, better performance may be realized in the tertiary education level.

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Green, C. Shawn, and Aaron R. Seitz. "The Impacts of Video Games on Cognition (and How the Government Can Guide the Industry)." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (October 2015): 101–10. http://dx.doi.org/10.1177/2372732215601121.

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Video game play has become a pervasive part of American culture. The dramatic increase in the popularity of video games has resulted in significant interest in the effects that video gaming may have on the brain and behavior. The scientific research to date indicates that some, but not all, commercial video games do indeed have the potential to cause large-scale changes in a wide variety of aspects of human behavior, including the focus of this review—cognitive abilities. More recent years have seen the rise of a separate form of video games, the so-called “brain games,” or games designed with the explicit goal of enhancing cognitive abilities. Although research on such brain games is still in its infancy, and the results have definitely not been uniformly positive, there is nonetheless reason for continued optimism that custom games can be developed that make a lasting and positive impact on human cognitive skills. Here, we discuss the current state of the scientific literature surrounding video games and human cognition with an emphasis on points critically related to public policy.

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Ahmad, Faizan, Zeeshan Ahmed, and Sara Muneeb. "Effect of Gaming Mode Upon the Players' Cognitive Performance During Brain Games Play." International Journal of Game-Based Learning 11, no. 1 (January 2021): 67–76. http://dx.doi.org/10.4018/ijgbl.2021010105.

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An improvement in cognitive performance through brain games play is implicit yet progressive. It is necessary to explore factors that potentially accelerate this improvement process. Like various other significant yet unexplored aspects, it is equally essential to establish a performative (fusion of accuracy and efficiency) insight about players' cognition (memory, vision, and analytics) among the different modes of brain games. This paper presents empirical research that investigates the impact of different modes of brain games (single vs. multiplayer) upon the players' cognitive performance. An accumulated result of the research revealed that the cognitive performance in memory stimulating and visual activity-oriented brain games play significantly boosts during multiplayer mode. Similarly, cognitive accuracy in analytical brain gameplay also increases during the multiplayer mode; however, it's rather inefficient. In addition, both the components of cognitive performance in single-player mode are reported as negatively correlated, while in the multiplayer mode it's rather contrary.

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Wang, Chaoguang, and Gino Yu. "Investigating the Relationship Between Eye Movement and Brain Wave Activity Using Video Games: Pilot Study." JMIR Serious Games 6, no. 3 (September 13, 2018): e16. http://dx.doi.org/10.2196/games.8908.

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Murad, Sadaf S. "Brain involvement in the use of games in nursing education." Journal of Nursing Education and Practice 7, no. 6 (January 21, 2017): 90. http://dx.doi.org/10.5430/jnep.v7n6p90.

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In this high-speed world in which everything is technologically driven, higher education also needs to incorporate technology into the scope of teaching pedagogy. Aligning educational games with the nursing curriculum is one way to address the need for technologically knowledgeable learners. Learning occurs in gaming environment is experimental, and constructive. Albeit, threading them in the nursing curriculum required in-depth knowledge about understanding brain involvement in this process. Nurse educators can thread gaming into the nursing content to ensure that learning occurs in a friendly environment. Learning games stimulates the release of dopamine in the midbrain, and the learning becomes part of long-term memory. The games must challenge and augment students’ interest so they get involved in the learning journey. The challenging environment, with clearly listed goals and ongoing feedback enhances learners’ interest and learning become part of their long-term memory. Gaming is an incomparable way of helping nursing students to learn actively and master learning skills. This literature review will discuss the phenomenon of gaming in education, the parts of brain that involved in educational games, scaffolding teaching and learning theories in designing educational games to improve and at last highlight the significance of gaming in nursing pedagogy. Use of games will open new horizon of possibilities to address various learning of different kinds of learners. This paper will act as a foundation to better comprehend the effective use of virtual world in academia.

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BIRK, SUSAN. "Playing Violent Video Games Altered Men's Brain Function." Family Practice News 42, no. 1 (January 2012): 31. http://dx.doi.org/10.1016/s0300-7073(12)70036-1.

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BIRK, SUSAN. "Playing Violent Video Games Alters Men's Brain Function." Clinical Psychiatry News 40, no. 1 (January 2012): 16. http://dx.doi.org/10.1016/s0270-6644(12)70010-3.

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Chen, Chin-Mi, Yueh-Chih Chen, and Joan E. Haase. "Games of Lives in Surviving Childhood Brain Tumors." Western Journal of Nursing Research 30, no. 4 (September 25, 2007): 435–57. http://dx.doi.org/10.1177/0193945907303050.

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Gariépy, Jean-François, Steve W. C. Chang, and Michael L. Platt. "Brain games: Toward a neuroecology of social behavior." Behavioral and Brain Sciences 36, no. 4 (July 25, 2013): 424–25. http://dx.doi.org/10.1017/s0140525x12001938.

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AbstractIn the target article, Schilbach et al. defend a “second-person neuroscience” perspective that focuses on the neural basis of social cognition during live, ongoing interactions between individuals. We argue that a second-person neuroscience would benefit from formal approaches borrowed from economics and behavioral ecology and that it should be extended to social interactions in nonhuman animals.

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Wang, Zhihao, Yiwen Wang, Xiaolin Zhou, and Rongjun Yu. "Interpersonal brain synchronization under bluffing in strategic games." Social Cognitive and Affective Neuroscience 15, no. 12 (November 13, 2020): 1326–35. http://dx.doi.org/10.1093/scan/nsaa154.

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Abstract People commonly use bluffing as a strategy to manipulate other people’s beliefs about them for gain. Although bluffing is an important part of successful strategic thinking, the inter-brain mechanisms underlying bluffing remain unclear. Here, we employed a functional near-infrared spectroscopy hyperscanning technique to simultaneously record the brain activity in the right temporal-parietal junction in 32 pairs of participants when they played a bluffing game against each other or with computer opponents separately. We also manipulated the penalty for bluffing (high vs low). Under the condition of high relative to low penalty, results showed a higher bluffing rate and a higher calling rate in human-to-human as compared to human-to-computer pairing. At the neural level, high relative to low penalty condition increased the interpersonal brain synchronization (IBS) in the right angular gyrus (rAG) during human-to-human as compared to human-to-computer interaction. Importantly, bluffing relative to non-bluffing, under the high penalty and human-to-human condition, resulted in an increase in response time and enhanced IBS in the rAG. Participants who bluffed more frequently also elicited stronger IBS. Our findings support the view that regions associated with mentalizing become synchronized during bluffing games, especially under the high penalty and human-to-human condition.

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Zagorski, Nick. "Brain Training Games Offer Specific But Limited Benefits." Psychiatric News 52, no. 19 (October 6, 2017): 1. http://dx.doi.org/10.1176/appi.pn.2017.6a15.

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BinSubaih, Ahmed, and Steve Maddock. "Game Portability Using a Service-Oriented Approach." International Journal of Computer Games Technology 2008 (2008): 1–7. http://dx.doi.org/10.1155/2008/378485.

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Game assets are portable between games. The games themselves are, however, dependent on the game engine they were developed on. Middleware has attempted to address this by, for instance, separating out the AI from the core game engine. Our work takes this further by separating thegamefrom the game engine, and making it portable between game engines. The game elements that we make portable are the game logic, the object model, and the game state, which represent the game's brain, and which we collectively refer to as the game factor, or G-factor. We achieve this using an architecture based around a service-oriented approach. We present an overview of this architecture and its use in developing games. The evaluation demonstrates that the architecture does not affect performance unduly, adds little development overhead, is scaleable, and supports modifiability.

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Zając, Błażej, and Szczepan Paszkiel. "USING BRAIN-COMPUTER INTERFACE TECHNOLOGY AS A CONTROLLER IN VIDEO GAMES." Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska 10, no. 3 (September 30, 2020): 26–31. http://dx.doi.org/10.35784/iapgos.1543.

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Nowadays, control in video games is based on the use of a mouse, keyboard and other controllers. A Brain Computer Interface (BCI) is a special interface that allows direct communication between the brain and the appropriate external device. Brain Computer Interface technology can be used for commercial purposes, for example as a replacement for a keyboard, mouse or other controller. This article presents a method of controlling video games using the EMOTIV EPOC + Neuro Headset as a controller.

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Talbott, William J., and Alvin I. Goldman. "Games Lawyers Play:Legal Discovery and Social Epistemology." Legal Theory 4, no. 2 (June 1998): 93–163. http://dx.doi.org/10.1017/s1352325200000951.

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In the movieRegarding Henry, the main character, Henry Turner, is a lawyer who suffers brain damage as a result of being shot during a robbery. Before being wounded, the Old Henry Turner had been a successful lawyer, admired as a fierce competitor and well-known for his killer instinct. As a result of the injury to his brain, the New Henry Turner loses the personality traits that had made the Old Henry such a formidable adversary.

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Fauzan, Norsiah, Ahmad Sophian Shminan, Aquailla James Anak Binit, and . "The Effects of Minecraft Videogame On Creativity." International Journal of Engineering & Technology 7, no. 3.22 (August 8, 2018): 42. http://dx.doi.org/10.14419/ijet.v7i3.22.17121.

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The aim of this research is find out the effects of minecraft videogames on creativity. Eight undergraduates were assigned to experimental group and control group for recording of the brainwaves while playing minecraft video games and other videos. The results showed that the average of brain waves from different sub-bands for Minecraft games is higher than other games. The dominant of delta waves at Fp1 & Fp2 showed that the subjects are paying high attention and improved their decision-making levels. High T3 & T4 on Alpha( Minecraft's)wave indicates that it stimulates the brain to activate both parts of the brain. The results showed that Minecraft is able to increase high-level thinking. The core cognitive mechanism during playing minecraft video games was the attention network collectively referred as fronto-parietal attentional control network. This is indicated as sub-network known as executive control network, default mode network and salient network in the previous research.

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Laine, Matti, and Nadine Martin. "Should we play mind games or brain games in cognitive neuropsychology? A reply to Pulvermüller." Aphasiology 26, no. 12 (December 2012): 1485–87. http://dx.doi.org/10.1080/02687038.2012.745312.

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Babusiak, Branko, Marian Hostovecky, Maros Smondrk, and Ladislav Huraj. "Spectral Analysis of Electroencephalographic Data in Serious Games." Applied Sciences 11, no. 6 (March 10, 2021): 2480. http://dx.doi.org/10.3390/app11062480.

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In this paper, we describe an investigation of brain activity while playing a serious game (SG). A SG is focused on improving logical thinking, specifically on cognitive training of students in the field of basic logic gates, and we summarize SG description, design, and development. A method based on various signal processing techniques for evaluating electroencephalographic (EEG) data was implemented in the MATLAB. This assessment was based on the analysis of the spectrogram of particular brain activity. Changes in brain activity power at a characteristic frequency band during the gameplay were calculated from the spectrogram. The EEG of 21 respondents was measured. Based on the results, the respondents can be divided into three groups according to specific EEG activity changes during the gameplay compared to a relaxed state. The beta/alpha ratio, an indicator of brain employment to a mental task, was increased during gameplay in 18 of the 21 subjects. Our results reflected the sex of respondents, time of the game and the indicator, and whether the game was successfully completed.

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García-Monge, Alfonso, Henar Rodríguez-Navarro, Gustavo González-Calvo, and Daniel Bores-García. "Brain Activity during Different Throwing Games: EEG Exploratory Study." International Journal of Environmental Research and Public Health 17, no. 18 (September 17, 2020): 6796. http://dx.doi.org/10.3390/ijerph17186796.

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The purpose of this study is to explore the differences in brain activity in various types of throwing games by making encephalographic records. Three conditions of throwing games were compared looking for significant differences (simple throwing, throwing to a goal, and simultaneous throwing with another player). After signal processing, power spectral densities were compared through variance analysis (p ≤ 0.001). Significant differences were found especially in high-beta oscillations (22–30 Hz). “Goal” and “Simultaneous” throwing conditions show significantly higher values than those shown for throws without opponent. This can be explained by the higher demand for motor control and the higher arousal in competition situations. On the other hand, the high-beta records of the “Goal” condition are significantly higher than those of the “Simultaneous” throwing, which could be understood from the association of the beta waves with decision-making processes. These results support the difference in brain activity during similar games. This has several implications: opening up a path to study the effects of each specific game on brain activity and calling into question the transfer of research findings on animal play to all types of human play.

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DEL R. MILLÁN, JOSÉ, PIERRE W. FERREZ, FERRAN GALÁN, EILEEN LEW, and RICARDO CHAVARRIAGA. "NON-INVASIVE BRAIN-MACHINE INTERACTION." International Journal of Pattern Recognition and Artificial Intelligence 22, no. 05 (August 2008): 959–72. http://dx.doi.org/10.1142/s0218001408006600.

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The promise of Brain-Computer Interfaces (BCI) technology is to augment human capabilities by enabling interaction with computers through a conscious and spontaneous modulation of the brainwaves after a short training period. Indeed, by analyzing brain electrical activity online, several groups have designed brain-actuated devices that provide alternative channels for communication, entertainment and control. Thus, a person can write messages using a virtual keyboard on a computer screen and also browse the internet. Alternatively, subjects can operate simple computer games, or brain games, and interact with educational software. Work with humans has shown that it is possible for them to move a cursor and even to drive a wheelchair. This paper briefly reviews the field of BCI, with a focus on noninvasive systems based on electroencephalogram (EEG) signals. It also describes three brain-actuated devices we have developed: a virtual keyboard, a brain game, and a wheelchair. Finally, it shortly discusses current research directions we are pursuing in order to improve the performance and robustness of our BCI system, especially for real-time control of brain-actuated robots.

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WENDLING, PATRICE. "Violent Video Games Alter Brain Functioning in Imaging Study." Clinical Psychiatry News 35, no. 1 (January 2007): 39. http://dx.doi.org/10.1016/s0270-6644(07)70041-3.

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Bajaj, Jasmohan S., Vishwadeep Ahluwalia, Leroy R. Thacker, Andrew Fagan, Edith A. Gavis, Michael Lennon, Douglas M. Heuman, Michael Fuchs, and James B. Wade. "Brain Training with Video Games in Covert Hepatic Encephalopathy." American Journal of Gastroenterology 112, no. 2 (February 2017): 316–24. http://dx.doi.org/10.1038/ajg.2016.544.

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Al-Thaqib, Abdulrahman, Fahad Al-Sultan, Abdullah Al-Zahrani, Fahad Al-Kahtani, Khalid Al-Regaiey, Muhammad Iqbal, and Shahid Bashir. "Brain Training Games Enhance Cognitive Function in Healthy Subjects." Medical Science Monitor Basic Research 24 (April 20, 2018): 63–69. http://dx.doi.org/10.12659/msmbr.909022.

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Sylvester, Chad M. "Brain Games to Reduce Anxiety in High-Risk Children." Journal of the American Academy of Child & Adolescent Psychiatry 57, no. 2 (February 2018): 80–81. http://dx.doi.org/10.1016/j.jaac.2017.12.001.

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Nijholt, Anton, Danny Plass-Oude Bos, and Boris Reuderink. "Turning shortcomings into challenges: Brain–computer interfaces for games." Entertainment Computing 1, no. 2 (April 2009): 85–94. http://dx.doi.org/10.1016/j.entcom.2009.09.007.

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Anderson, Katelyn, and George T. Grossberg. "Brain Games to Slow Cognitive Decline in Alzheimer's Disease." Journal of the American Medical Directors Association 15, no. 8 (August 2014): 536–37. http://dx.doi.org/10.1016/j.jamda.2014.04.014.

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Zickefoose, Samantha, Karen Hux, Jessica Brown, and Katrina Wulf. "Let the games begin: A preliminary study usingAttention Process Training-3andLumosity™ brain games to remediate attention deficits following traumatic brain injury." Brain Injury 27, no. 6 (April 5, 2013): 707–16. http://dx.doi.org/10.3109/02699052.2013.775484.

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Santos, William de Souza, and Lynn Rosalina Gama Alves. "O PENSAMENTO ARITMÉTICO, SUAS RELAÇÕES COM AS FUNÇÕES EXECUTIVAS E AS CONTRIBUIÇÕES DOS JOGOS DIGITAIS: UM ESTUDO COM ALUNOS UNIVERSITÁRIOS." Interfaces Científicas - Educação 9, no. 2 (July 15, 2020): 51–65. http://dx.doi.org/10.17564/2316-3828.2020v9n2p51-65.

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As funções executivas tem papel fundamental no processo de ensino aprendizagem pelo fato de estarem associadas ao desenvolvimento cognitivo, emocional, comportamental e social. Diante dos grandes déficits que as avaliações nacionais e internacionais vem apontando sobre o conhecimento matemático dos estudantes brasileiros, uma possível intervenção é a utilização de digital brain games para estimular as funções executivas. Neste intuito, este artigo tem o objetivo de investigar como os digital brain games podem contribuir para o aprendizado da matemática e para cumprir este objetivo, esta pesquisa apresenta um cunho qualitativo de caráter exploratório e contou com um estudo de caso com a participação de 16 alunos universitários. Os resultados demonstram que os digital brain games permitem com que os jogadores reforcem e aprimorem seus conhecimentos em um ambiente lúdico, motivador e desafiador, algo que pode contribuir para a aprendizagem matemática.

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Journal articles on the topic 'Brain games'

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