Monthly Archives: November 2016

FA-16 Project 20 week 14

Memory gallery- By Sultan Tahir

There were twenty-six subjects used for the game. The subjects were recruited in high school. They volunteered to participate in the games. Inclusion and exclusion criteria didn’t include their sex or their ethnicities. All subjects were assigned to these conditions. The only things that were included were their ages. The subject demographics were 13 males and 13 females to make the study even. Ethnicity, sex, etc. wasn’t important. Materials used to collect data were a smart board, an iPad also for the timer-app and on the smart board we tallied up the scores. The game was presented in a simple way, with an instructions manual. Responses were measured by the points accrued by each subject, round after each round. There were conditions that were created. First Conditions Were that 13 players mixed with boys and girls would be blindfolded and the rest of the 13 players wouldn’t. The blindfolded ones would listen to the sounds and remember them, and would have to answer the questions the sounds they listened to. Second conditions would be some students getting easier pictures to look at and remember and the rest of the students got the harder pictures and objects to look at and remember. I explained the things to the subjects by telling the students that they will have to look at a series of objects or pictures, remember them, and afterward, say them in their original order. Depending on the game variant that the students choose, the students may alternatively be asked to say what they remembered in reverse order. There is also a Time limit to answering the questions. The data was collected based on the points the students got on each round. For the Visual group the mean was 8.9 points and in the Sound group the mean was 5.9 points. The standard deviation For the visual group was 0.95, and for the sound group was 1.55. The amounts of participants were 13 in both the visual and the sound group. For the variance were 0.9025 in the Visual group and the sound group was 2.41. For the mean scores of points acquired by the visual group were 8.9 points in which the standard deviation was 0.95, and the mean scores of points acquired by the sound group were 5.92 points in which the standard deviation was 1.55.The results showed that participants that were looking at the pictures in the game were better than the students which were blindfolded and had a hard time remembering things. The t test showed a score of 27.8

FA16 Project 7: Week 14

The name of my game is called Speed Round and this week we concluded our results into data called statistical data. There were 5 subjects used and they were recruited if they have the mental disorder, ADHD, and then will be picked at random. On one hand, subjects that were included are anyone that attends school. On the other hand, people who were excluded are those who don’t have ADHD. The conditions of this experiment were that the experimental group were given medication in order to focus on the game and the control group were given a placebo; thinking they were given medication when they took nothing. I would observe how the subjects responded to simple questions and if they didn’t answer in a timely manner, they would be placed in the control group. When calculating statistical data, you must always leave the result in SI units. I calculated the mean for each of subjects to get a precise representation on how each person was doing throughout the game.

FA16-Project 12 – Week 14


Usman Athar

CUNY York College

There were twenty subjects used for the game. The subjects were recruited in school, in the library. Students that were simply at the library for leisure were recruited. They volunteered at their will to participate. Inclusion and exclusion criteria didn’t include factors such as age, sex, race, ethnicity, type and stage of disease, the subject’s previous treatment history, but instead the presence of a healthy medical condition.

The conditions included students had to ingest a liquid diet throughout the day, which included all the healthy nutrients needed for optimal health. All subjects were assigned to these conditions. The subject demographics were simple, and found 10 males and 10 females to make the study even. Race, weight, sex, etc. were not important.

Materials used to collect data included a notepad, an iPhone for the timer-app and a pen. The game was presented in a simple fashion, with an instructions page first. Responses were measured by the points accrued by each subject, after each round.

A few conditions were created. One condition included the control group in which did not have anything to ingest at the start of each round. All subjects did have liquid diet before study though. The experimental group had a few conditions in which included the ingestion of water before the first round and a caffeinated drink before the second round. These instructions were explained to the subjects via an instruction sheet provided to them in the start of it all. Data was collected based on how many points they accrued through out their trials/rounds.

In the experimental group the mean was 32 points and in the control the mean was 29.4 points. The standard deviation was 3.56 in the experimental group and the control group was 3.20. The number of participants was 10 in both the experimental and control group. The variance was 12.67 in the experimental group and the control group was 10.27.

The mean scores of points scored by the experimental group were 32 points (SD = 3.56), and the mean scores of points scored by the control group were 29.4 points (SD = 3.20). The results indicate that participants that ingested liquid prior to the starting the game were better and more attentive at the game then participants that did not ingest the liquid, e.g., water. T-test indicates 1.72 as a result.


FA16-Project 16-Week 14

For this game I used 5 subjects. Three of them were family members and the other 2 were people I did not know so well. I chose these five people based on several criteria. All of these five people were going through some sort of downtime in their life and dealing with a stage of depression. All of my subjects had to undergo some stage of depression otherwise using them as a subject would be pointless. Most of my subjects pointed they were not going through depression and that they were just feeling down. Some were more advanced than others and the advanced staged had me doubting how effective this game would be. One thing that also helped me gain the trust of my subjects, was incorporating my personal experience of depression. Even though, I am 20 years old I went through depression, it wasn’t so clear to me at the time that it was depression but now that I look back on that stage in my life it definitely was. I compare their progress from the beginning to the end. I think it is important there is a before and after, because people would see themselves every day and never notice a difference until you show them a picture of how they looked before, then they see the progress they made. I recently started taking pictures and video diaries, I think the happiness and sadness is more evident with a video diary. Most importantly I compare their mood. Exercise is so much more than physical appearance it has to do with the mood of a person, working out every day will improve the moods of my subjects, therefore getting rid of their depression once and for all. I collected data with before and after pictures and also having my subjects tell me how playing this game is helping their depression.

This game is essentially making a difference in the lives of these individuals. It is helping them cope with their depression and also manage their depression. They are feeling better without the use of an antidepressant or other medication that can cause suicidal tendencies. I feel like there is a natural way to do everything it just takes some trial and error to get to that solution, not every disease requires a prescription pad. I could easily refer my subjects to a therapist but I do believe that there is natural way to overcome the darkest periods in your life. The number of women who found my game beneficial outnumbered the men. The mean number of days for a surge in weight loss were 15 for the women and for the men it was still 60 days. My results indicate that the women were more dedicated to this game, which also leads me to believe they value how they see themselves more than the men.

FA16-week 14- Project 17

Title: Question Killers

The game is teaching players how to deal with answering questions. It can help players enhance their skills in everyday subjects. The questions range from our typical learning criteria such as math, reading, science, and history. I am trying to teach a general skill of studying more.

The cognitive is most affected because this game requires the players to use their head. The design doesn’t affect the system they complement each other. The game design affects the cognitive process of memory and decision making during game play. It attempts to affect the system because it’s up to the player to make the correct decision and have the muscle memory to remember what they have learned to advance.
The rules of the game is to answer as many questions as the player can without losing their lives. If the player loses all their lives they have to wait a certain amount of time for them to refill.

Once the player beats the level the questions alternate from being easy to hard going to level three, then switches from hard to easy on the other levels. The resources that is spent is the amount lives the player has. The level of
difficulty or easiness the player faces once completion of a level.
The game is a fun but yet challenging and its worth playing even though it may appeal to a certain type of player. It still worth playing depending on who you are and would like to get out of it.

FA16- Project 5: Week 14


I used 8 subjects for this trial and they were recruited by filling out a survey that identifies how social one is and how antisocial one is. Those that were most social were chosen and those that were antisocial were chosen equally, to see if the game had an effective on both types of subjects. Most subjects that were antisocial tend to be females and the more social ones were males. Each subject was asked to socialize with the other and during the scavenger hunts perform activities with their partner which is switched up so they have to become comfortable with everyone. The mean for the students who were on the social end of the group was 77.5% of an improvement of socializing more, which means that they feel like they didn’t really improve in socializing, instead for the most part things felt the same. However the mean for the more antisocial subjects was 90%, which means that they felt as if they improved and it reflected in their actions

FA 16- Project 2: Week 14

Smarty Pants: The Trivia Game For Everyone!

Working this week with the first grade class was amazing! The children were so eager and excited to be learning. They had so much fun while doing so and were so thankful for me giving them this experience. I was in touch with the teacher and the children are begging for them to play the game again. They want to play the game before every test because the children believe it really helped them. The game seemed to be better when the children played individually. The average of correctly answered questions were higher in week 12 when the players played solo. I believe this was the result because when working together in a group some of the players had different answers but had to work together to come up with the correct answer. At times the children had the right answer but were influenced by other players and changed their minds. They seconded guessed themselves. This helped the children realize to always go with their gut feeling because majority of the time the children were right the first time. I am happy that I am having such great results with my game. I am so happy it is helping children and they are enjoying the game. I hate studying for a test and I hate having to sit for hours to read the material. I wish I thought of this early because I believe it really helps. I started using this method to study for a test as well and it seems to be helping. I am eager to review all my results not just from the last 2 weeks but from the very start. I believe the average will increase as time goes on. The game needed to be tested multiple times before great results can begin to show.

Fa16- Project 11

Eligible participants were at least 12 years of age, and no more than age 18. They were recruited from a school research subject pool at Brooklyn Autism Center in Brooklyn, New York. The subjects were recruited through a brief survey asking parents about any behavioral problems they are going through, and that they may need help with. Subjects with great visual skills were chosen to be the control. The children that had great abilities in music were the experimental group. The average age of the subjects were 15 years old. The teens were male and female, any ethnicity, but they would have to be American born. Must attend an American school in New York City or any disability programs in New York City.

The materials that I used to collect data were recording behaviors through a two-way mirror. The collection of data was then recorded on a spreadsheet that showed how long a subject took to place the shapes in the right place. It also showed the different behaviors and how often they occurred throughout the game. It would be the first time this game would be used. The subjects were motivated to participate by receiving movie tickets for a new ASD movie.

The game will take place in a classroom. There were two groups. One group will play with a child that does not have ASD. The other group will play the exact same game but without a typically developing child. Subjects were told that they will be playing a game in which they had to feed the monster. If they got the answer wrong, then the monster will be hungry. The collection of data was recorded on a bar- graph to show the ranges of behavior when working with another child. There were 10 trials for the game.

The outcome of my experiment, was that the children that played with the typically developing child, experienced a great change in their social ability. The whole study was to see if a child with ASD can develop better social skills by working with a typically developing child to finish the game. The children that played the game without a typically developing child, were looked at as the control, because they had higher visual skills than the other kids. It was fact that they can look at something and figure it out very quickly.

The mean reaction times for the children in the Typically Developing group were 23.25 sec (SD=3.0 sec), the reaction times for the autistic group were 28.69 sec (SD=5.5 sec). My results indicate that the children in the Typically Developing group were faster that the students in the Autistic Group.


FA16-Project10-Week 14

In total 16 subjects were used. There are four main subjects. Two subjects were being tested on how well their attention was being sustained after playing games. The other two subjects, who had no involvement in games, their attention span were also being tested. 6 subjects were asking the 4 main subjects questions, while the other 6 people were audience members. The subjects were recruited from a high school. The participants were promised college credits. Based on the responses from the questionnaire, favorable candidates, regardless of ethnicity and background, who showed clear signs of short attention span and those who showed long attention spans, were chosen. They would have to participant in question rounds that they were require to attend for 1 months, with 2 sessions per week. The participants were separated into two groups: the experimental group and the control group. The experimental groups were those who had short attention span. They attended a debate round with the 6 audience member present. They were shown videos and afterwards require answering questions. The primary objective of this is to see whether those who have short attention spans can maintain the same focus and concentration level, compared to those who have long attention spans. For the control group, those with long attention spans were asked to watch the same videos shown to those with short attention spans, except they were asked to refrain from answering questions, unless those with short attention spans were unable to.  Two days per week, each participant was asked to repeat this same experiment to see if the attention span was getting worse or better.

The main attention was the 4 participants in this experiment. 2 males and 2 females. All participants were asked to answer a set of questions at the end of each week to evaluate their progress. Each participant’s questionnaire score was averaged using a scale from 1 to 5 with 5 indicating that the individual had a more positive result based on how well they concentrated.  The control group, which consisted of the two participants who received little to no questioning after watching the film, demonstrated no improvement during the 2 month session. At first boring films were shown to the first experimental group to see how long it would take before they become distracted. Both participants with high attention span scored top notch from the beginning of the experiment.  Those with high attention spans were able to retain information faster than those with short attention spans. They were strongly attentive. The experimental group in which participants had to watch videos and were sure to be asked questions afterwards showed little to no improvement. The highest score for these particular individuals only managed to come out to a 2 to 3, which meant the individuals were either bored by the films shown and had no interest. Progress for these participants was much slower compared to the individuals who had high attention spans. Those with high attention spans were able to pay attention no matter what. Those who had short attention spans were distracted easily, making it harder for them to retain information. Those with short attention span ended up starting off at a scale of 1 and later on progressing to 3. Those who have long term attention started of on a scale of 3 and later went on to scoring a 5. Sometimes one participant from the long term would start of low, get a high score in the middle and decrease towards the end, but they still did better overall compare to those with low attention span.

Results with long term memory was at a score of Mean-3.5; from week 4 (Final week) SD- 0.92582 and results for participants with short term memory was at a score of Mean- 2.125 from Week 4 with a SD- 0.83. As you can see, those with long term memory scored more higher and sharper than those with short term memory.

FA 16 Project 6 Week 14

WordPlay consists of 24 players who were recruited from a middle school 6th grade class. Since I only received permission from 1 six grade teacher this was the only exclusion for this experiment however once completed it will be open to all 6th grade students.WordPlay includes both boys and girls from various different backgrounds. The ethnicities present in this experiment were Indian, spanish, creole, black, and middle eastern.

The subjects in WordPlay were broken up into three groups each containing 8 members to represent that group.  For example one group was the IEPs and within this group there were a total of 8 players who played the game in two rounds of 4 players in each round.The experiment was presented in the form of a game. The responses were measured based on how quickly and accurately the subjects responded and comparing exam grades for each group.The subjects were simply asked to play their best and no cheating in order to get real results.

The grades both before and after playing WordPlay was collected for each of the three groups to determine if there was an improvement in their memory.For each group I calculated the average exam grades both before and after playing WordPlay for each student.

For the ELLs the average exam grade before playing this game was 65.5%. After playing WordPlay the average was 70.5%. To calculate this I added all the grades and divided by the number of participants, in this case there were 8 in total. Next, I calculated the standard deviation by taking the sum of each value in the set minus the average, then squaring this number and dividing by the number of subjects (N), then,  calculating the square root of this number, which is 4.11 Finally I calculated the variance by  finding the square root  of  the standard deviation which is 16.86

I used this formula for all groups and the numbers are as follow. The average for the IEPs is 73.38 and 78.63 respectively.Standard deviation 4.07 and 2.50, the variance is 16.55 and 6.27 For the regular 6th graders the average grade before the game was 85.5 after the game was 91.13. Standard deviation was 2.93 and 2.85 and the variance was 8.57 and 8.13 respectively.   I compared the average of each group before and after playing WordPlay by using the t test. To calculate the t test I used numbers that I already calculated such as average, standard deviation etc.  and plugged them  into a formula.

For the t test  which is used to reject or fail to reject the null hypothesis  I also needed to know the degrees of freedom which is computed by N+N-2, in this case  if was 14.Since I wanted to have a 95% confidence interval which is a value that is close to the true value I set my significance level to 0.05%.Using a t  test value table I  determined that my critical value is  – 2.15 and +2.15  and depending on the result from my calculations  I will reject or fail to reject the null hypothesis( Ho).For the ELLs t= 3.44, IEPs t=3.65 and regular 6th grade t= 5.43. Since all scores were in the rejection region on the two tail bell curve I rejected the null hypothesis for all groups meaning there is a difference in these sets of data.

The overall average for the regular 6th grades were significantly higher than that of  ELLs.  This make sense to me because the ELLs had some difficulties understanding the concept of  the game. To resolve this I had them observe others  before playing.