A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study
BackgroundCognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsycho...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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JMIR Publications
2021-05-01
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| Series: | JMIR Serious Games |
| Online Access: | https://games.jmir.org/2021/2/e21900 |
| _version_ | 1819227385606701056 |
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| author | Khaleghi, Ali Aghaei, Zahra Mahdavi, Mohammad Amin |
| author_facet | Khaleghi, Ali Aghaei, Zahra Mahdavi, Mohammad Amin |
| author_sort | Khaleghi, Ali |
| collection | DOAJ |
| description | BackgroundCognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks.
ObjectiveThis study aimed to propose a framework to guide the design of gamification in cognitive tasks.
MethodsWe employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts.
ResultsWe proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring.
ConclusionsWe found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics. |
| first_indexed | 2024-12-23T10:40:33Z |
| format | Article |
| id | doaj.art-e20794400ec34596813f963f1b350a22 |
| institution | Directory Open Access Journal |
| issn | 2291-9279 |
| language | English |
| last_indexed | 2024-12-23T10:40:33Z |
| publishDate | 2021-05-01 |
| publisher | JMIR Publications |
| record_format | Article |
| series | JMIR Serious Games |
| spelling | doaj.art-e20794400ec34596813f963f1b350a222022-12-21T17:50:11ZengJMIR PublicationsJMIR Serious Games2291-92792021-05-0192e2190010.2196/21900A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative StudyKhaleghi, AliAghaei, ZahraMahdavi, Mohammad AminBackgroundCognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks. ObjectiveThis study aimed to propose a framework to guide the design of gamification in cognitive tasks. MethodsWe employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts. ResultsWe proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring. ConclusionsWe found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics.https://games.jmir.org/2021/2/e21900 |
| spellingShingle | Khaleghi, Ali Aghaei, Zahra Mahdavi, Mohammad Amin A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study JMIR Serious Games |
| title | A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study |
| title_full | A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study |
| title_fullStr | A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study |
| title_full_unstemmed | A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study |
| title_short | A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study |
| title_sort | gamification framework for cognitive assessment and cognitive training qualitative study |
| url | https://games.jmir.org/2021/2/e21900 |
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