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.

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About Robert O. Duncan

I'm an Assistant Professor of Behavioral Sciences at City University of New York, with joint appointments in Neuroscience and Cognitive Neuroscience. I also have an appointment as a Visiting Scholar at New York University. My research interests include cognitive neuroscience, functional magnetic resonance imaging, glaucoma, neurodegenerative disorders, attention, learning, memory, educational technology, pedagogy, and developing games for education.

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