Discussion

A stressor is the trigger of the recreational drug use –focusing mainly on alcohol use-among college students. My results support my thesis in that whenever the players were presented with a stressful situation in they were drank more. In the three playtests that I conducted there were more losses than wins. This was due to the decision the player made, which was to drink instead of finding another outlet for their stress. Using this game as an alternative for drinking when stressed can reduce the risk of drinking problems down the road. Also, by understanding what causes a person to drink, which the game attempts to do, will help to advance this study to better help solve the drinking epidemic. Potential problems with this study is that the experiment does not cover all the possible reasons why one may turn to drinking. The experiment focuses only on stressful situations and predominantly situations pertaining to school. It does not address other life stressors. A future experiment could be to incorporate other life stressors into the game and see how the game may or may not help.

Title

Outcomes

Methods

The population of interest in my experiment are college students. Two subjects were sampled from that population. The subjects were recruited through volunteering to participate. The subjects included in this experiment had to be college students. Also, the subjects had to be at or above the drinking age. If a participant was under the age of consent to drink and/or not in college they were not allowed to participate in the experiment. The subjects could be any gender and of any ethnic background. The average age of participants ranged from 23-28 years old. The subjects were motivated to participate by receiving a $5 Starbucks gift card after the experiment was over. The stimuli was presented as a  game. The game was a  table-top board game. Along with the board game were two stacks of cards, similar to the card game Uno, a pair of dice, and pieces that represent the subject to move around the board. The subject is unaware of what the cards say. (i.e. Go to the bar and take another drink or go home.) The subject has the choice of going to the bar or going home, based on that choice determines whether or not they win/lose the game. The subject’s objective is to make it through the game “sober”. Four or more drinks in the game constituted for the subject being drunk. The subject had to make it through different levels of the game, where they gained a new achievement. The conditions created for the game were that one subject had a stack of cards that included extremely stressful situations and the other subject had a stack of cards that did not include such stressful situations. The point of this is to see whether or not the stressful situation made the subject drink or not. The cards were chosen by the subject so no biased occurred. Each time the subject played the game the cards were randomly picked by the subject. The amount of trials conducted were six trials in total, three trials for each subject, conducted at the same time. The data that was collected was whether or not one subject drank, drank more than the other, or did not drink at all. The conditions were compared by who had which cards and how many times they drank. (i.e. Subject facing extremely stressful situations drank once).

Results

I was not too sure what I am comparing for my results. Also, the only data I’ve collected is whether or not the player won/lost the game, what that was due to and what their take on drinking is after playing the game. I do not have any numbers aside from the number of times the player won or lost and I only have one group.

These days’ people play different genre games. I’m Focusing on is the ability of how different individuals perceive information towards the same topics and how that relates towards logical thinking. The primary process I’m studying is how logical thinking could improve through a series of games that would consist of different types of study. However, the difference in this game would be one group would be assigned a series of different kinds of pictures and answer questions based on the pictures that students analyzed. The other game would be manipulated by the game consisting of sounds that students will listen to and would have to answer questions based on it. The group that will be focusing on both visual and auditory material will be manipulated to investigate patterns of behaviors and responses to certain questions by their solutions to problems that would be presented to them.

More research has to be done on different ways that students learn in class or how they remember things in class. The population of interest is 26 students. The large sample is used to get a more important more accurate conclusion of the study. The subjects sampled are students in High school. And the rest are students from different grades in high school All students are recruited based on their grades they’re at such as 9^th graders. The conditions that were made were that half the students were experimental group other half would be controlled group.

Subjects were assigned randomly. Subject’s ages from 15-18 were included. The screening criteria that was used was their medical records that displayed whether they don’t have any learning disability. Students that were excluded were the one’s with learning disability such as those that have adhd or autistic, because my game is to see which way to learning is better visual or auditory. The average age of the subject’s was 15-18. Same amount of females and males in the group. The control group was also half women and half men. Ethnicity and education wasn’t important in this study. Subjects were motivated to participate by giving them course credit and paying them 10 dollars each, and also the prize gift at the end of the game. Materials that were used were medical history records, and board game materials. The control group listened to the audio in the game. The stimuli game that was used for the experimental students was pictures. Responses are measured through data collecting after each round of the game. It will be shown on the data if they gotten better over each round. There’s no other equipment that were used. Half of the subjects were experimental group with stimuli that looked at pictures. And the other half was the control group, which listened to audio during the game. Comparisons were made after the data was collected. Both groups were asked to play the games 10 times. They were given instructions verbally and visibly on the instructions of the game. Data was collected after each round of the game. If the experimental group had better results, then games do help students with pictures rather than sounds

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.

For the thesis of this experiment proved that students who were blindfolded had harder time remembering what they heard rather than students who looked at the pictures and had to remember them. With the students who had to remember what they saw, students in the 9^th grade with easier pictures beat the students in the 11^th grade that had to get harder pictures to remember during the game. 6 of the students in each round that were younger remembered the pictures or objects better than the 6 older students during each round. There were 10 rounds during the game. My results support the thesis by the scores that each student got. For example In the Visual group most students scored very high like 9 out of 10 rather than the sounds group where the average was a 6 out of 10. My experiment can solve a problem in education, as the experiment can give an insight on what’s more important such a visual aid or sound such as learning visually or learning by sound. This experiment advances the field, by making teachers understand how to teach students better. It can help people that want to learn something understand what’s more important, what’s a better way to study. Other studies in the field have shown that studying too hard can have a bad effect on the way you perform in class. Such as obtaining low grades on the exam. Experiments such as the one I did will help students in the future find a better way to study and it will help them get high grades in classes. Some potential future experiments that are remaining to be solved are why students that have no learning disability are getting low grades. Future experiments will, help students do great in the future.

Liquids and Their Effect On Our Minds

Usman Athar

CUNY York College

The general topic of interest in this experiment is liquid and its effect on the way a person thinks while being tested on cognitive function. People know that the human mind and body can multi-task voluntarily and most importantly involuntarily. The question that seems to have been unanswered seems to be that does it affect the level at which humans function. For example, does ingesting a liquid, in general, have an impact on the mind the way coffee or caffeinated drinks do? Does the mind work better by not having another function to do at the same time or does drinking something for example help stimulate the mind and keep it working better? There’s been many articles written about the effects of caffeinated drinks like coffee and energy drinks stimulating the mind, but there’s still one aspect missing. The aspect left to explore whether the mind works better or worse in general, with or without an additional process to conquer. Adding the consumption of liquid to the mind’s tasks may or may not help increase functionality. The work that has been done in the field suggests that energy drinks do indeed help stimulate cognitive performance. The main constant within these drinks is caffeine and “most researchers concur that caffeine seems to be the main compound that drives the stimulatory effects of these drinks” (Howard, 2010). What’s missing from all these experiments is the lack of control within the subjects overall. The food ingested through the day was not the same. The environment and state in which the subjects were in were not the same. The way to really understand this question would be test and experiment. In one study, the experimenter had “thirty-five healthy volunteers (16 male, 19 female) participate in two experimental sessions in which they remained awake between 5 p.m. and 5 a.m. At 3:30 a.m. they consumed CAF or placebo in random order under double-blind conditions. Participants completed subjective effects questionnaires and performed computerized attention tasks before and after consuming capsules” (Childs, 2007). The goal was to see if whether capsulated caffeine had any effect on fatigued individuals. In another study, “twenty-four managers who normally consume between 400 and 1,000 mg of caffeine per day participated in all-day quasi-experimental simulations” (Streufert, 1997). What’s important to observe via this study is the best way to experiment would be to set a control and have an experimental variable. It’s important to keep the subjects health in mind as well, as there are certain side effects of caffeine for example that can really impact someone’s health. A study suggests “borderline hypertensive men maintained response to the stressor in the face of an exaggerated BP response to caffeine, suggesting that use of caffeine during behavioral stress may elevate BP in BH individuals to a clinically meaningful degree” (Lovallo, 2006). It is predicted that the independent variable of consumption of liquid (water) versus the dependent variable of not having consumed a liquid (water) will help the subject score better when tested on cognitive function.

There were ten subjects used for the game. The subjects were recruited in school, in the library and were students of CUNY York College. Students that were simply at the library for leisure were recruited. They volunteered at their will to participate; no incentive was given to motivate participants. 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 5 males and 5 females to make the study even. The ages of participants ranged from 18-25 years old. 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 stimulus was simple Poland Spring water, which was the clear liquid. The stimuli were presented in a non-labeled bottle. 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.

The outcome of the experiment were ten tallied scores which ultimately displayed that the independent variable subjects, which ingested the clear liquid (water), did better in the game then the dependent subjects that did not ingest a liquid prior to the game. In the experimental group the mean was 32 points and in the control the mean was 29.4 points, as shown in Figure 1. The standard deviation was 3.56 in the experimental group and the control group was 3.20 (Figure 1). The number of participants was 10 in both the experimental and control group (Figure 1). The variance was 12.67 in the experimental group and the control group was 10.27 (Figure 1). 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) (Figure 1). 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 (Figure 1).

In conclusion, the ingestion of a liquid or water before the start of any cognitive process indeed helps people function better and produces a better result, than someone that didn’t. The results support the notion that the ingestion of a liquid, before any exercising of the mind, helps people function better when prompted. The results indicated that the average of people that ingested liquid were 2.6 points higher than the average of the control group (Figure 1). This experiment solves a major problem in the field of education, where it can be implemented into the aspects of “how to study” and “what might help you to study”. Completing this missing piece of helping people to study further advances the field of education because as people get better at learning, the better it will be for us as human beings to find further parts of the world that are yet to be discovered. This experiment is different in a way that is solely tests the ingestion of a liquid, whereas there have been various studies and experiments on whether caffeine helps or doesn’t help in learning and focus. Potential problems within the study include getting the same type of human beings together, to make the tests more reliable. Another potential problem includes having the subjects on the same well-balanced liquid diet through the day. Implications of the study on the field include opening doors to better education and better learning techniques. Future experiments include using salted liquids rather than clear water.

(Figure 1)

(Figure 2)

Bibliography

Streufert, Siegfried, Usha Satish, Rosanne Pogash, Dennis Gingrich, Richard Landis, John Roache, and Walter Severs. “Excess Coffee Consumption in Simulated Complex Work Settings: Detriment or Facilitation of Performance?” Journal of Applied Psychology 82.5 (1997): 774-82. Web.

Lovallo, William R., Mustafa Al’absi, Gwen Pincomb A., Susan Everson A., and Et Al. “Caffeine and Behavioral Stress Effects on Blood Pressure in Borderline Hypertensive Caucasian Men.” Health Psychology 15.1 (1996): 11-17. Web.

Childs, Emma, and Harriet Wit De. “Enhanced Mood and Psychomotor Performance by a Caffeine-containing Energy Capsule in Fatigued Individuals.” Experimental and Clinical Psychopharmacology 16.1 (2008): 13-21. Web.

Howard, Meagan A., and Cecile Marczinski A. “Acute Effects of a Glucose Energy Drink on Behavioral Control.” Experimental and Clinical Psychopharmacology 18.6 (2010): 553-61. Web.

Depression is disease that many people associate with Prozac and other depression medication when the problem can be solved naturally. New methods have to be created to help people cope with depression, new methods that do not include harmful medication that does more harm than good. Also, I believe more natural methods should be created or acknowledge as a way to help with certain problems in life. Exercise is such a powerful way to relieve stress and let out inner emotions, it is an art form that is taken for granted because let’s be real, people are lazy and when they hear the term exercise they rarely see the long term benefits. However, is this an effective treatment for everyone? To further test the strength of my theory a larger group of people can be used and also different age groups.

My study provides my subject with a sense of improvement, my theory is that if a person improves the way he or she looks then they will feel better about themselves. My entire project is based on the motto “When you look good, you feel good”. When a person exercises their body releases endorphins and endorphins makes a person happy, so a person who exercises will find it easier to battle depression. The most important part of my study was the before and after aspect. My subjects didn’t notice much difference with their weight loss but when it was compared to their before pictures they found the transformation miraculous.

It is predicted that with a daily routine of exercise and healthy eating, it will relieve the depression in my subjects. 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. Some were more advanced than others and the advanced staged had me doubting how effective this game would be. Each one of my subjects were assigned to play my game for 2 weeks. After 2 weeks they had to report back to me and I would observe their progress.

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. 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.

The outcome for my experiment was everything I had hoped for it, while it helped more than others it essentially made a difference big and small in all of my subjects.

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.

Depression Be Gone has relieved the symptoms of depression and helped the subjects adopt a healthier lifestyle. From the data gathered, both men and women felt better after one exercise session. After 30 days, my subjects exhibited more positive behaviors such as smiling more and eating healthy. My experiment can potentially put an end to medication for depression. Depression is a very sensitive topic and being able to find an outlet for your problems is extremely important. Also, finding a way to channel your anger, fear and emotions into something that is beneficial is equally as important.

By combating depression with this game, it is allowing the world to look past medication and into alternative natural safe methods to relieve depression. This is very important because medication does more harm than good, for example when commercials for depression medication or any mediation for that matter is advertised, the risks and potential complications are always said at the end fast and almost impossible to comprehend. With that being said, why use drugs when there is a natural way to do everything. It is in everyone’s best interest that more games, coping mechanisms, and simulators are made to help people cope with the problems of life. Some problems that surround this study include a person might not be willing to exercise. It takes a lot to get on that treadmill or go to the gym, but once it is done frequently it will be a part of that person’s lifestyle and become a part of their daily routine. One part of this game that really has to be improves is the fact that a teenager going through depression might not be so intrigued by this game, the reason being is that when building this game I centered it around older people, so in the future I think it would attract more people if it was for every demographic.

Hyper activeness is associated with ADHD and many parents don’t like that word because most people connect that word to this disorder thinking it’s terrible when it actually isn’t. Being hyper active is to be impulsive and giddy when it’s inappropriate. A teen will drive slowly on the highway then speed when it isn’t necessary even when no one is on the road. If you don’t have ADHD, think of it like this, you’re impatient about knowing when the train is coming. A person with this disorder will do everything in their power to get to class on time but do it in a disrespectful manner. Some questions that might linger is that which parts of the brain get triggered to become so hyper active to the point of 4 and 5 year olds receiving a mental disorder when they should be playing in a sand box rather than being in a hospital.

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. The average age is late teenage years, 18 & 19 years of age. You can be male or female, any ethnicity, must be in school to participate in this experiment.

I created the conditions of how each player must be able to type in at least one word correctly so that they’re eligible in order to keep playing the game. The subjects in each condition were asked to answer a series of simple questions as in: what color is the sky and when was the declaration of independence signed in order to be able to participate in the game. I collected data by putting all the scores into a spreadsheet. ADHD can positively affect school work and extracurricular activities when treated with prescribed medication. My results don’t support my thesis because my subjects actually surpassed my expectations in a sense that they were compliant with the rules and regulations. My experiment solves the problem of the unsolved problem my study will address is that why how can we as young mature adolescents figure out a way to stop ADHD. This problem further advances the field because it helps children figure out how to focus clearly.

Attention span is something that troubles young students each and everyday. There have been high levels of distraction amongst school age children that make it difficult for children to concentrate. With that being said, there is a large number of decreasing scores on exams, as well as social interaction with children. This prohibits a problem with children to achieve to the next level of their education.

With assessments and testing, there can be ways created to eliminate such a gap between learning and functioning to learn. A lot of tests focus on memorization of different items to memory. Testing a child at a young age can gradually show where and when they have difficulty grasping such educational tasks. Through memory, location, and time with sound, these distractions can show learning disabilities within children. The experiments that are shown in this exercise show different cognitive tasks measured to demonstrate how memory plays a crucial role in attention span.

Methods: This experiment was with children of school age. Samples from this population were children that attended grade school.The groups were assigned as children who appeared to have great communication and motor skills, as opposed to children who exhibited developmental skills in language and communication. All subjects who attended a public school were included. Children who did not speak or comprehend instructions in English were excluded from the study. Average range of students were from 6-15, females only for this study, who have good educational backgrounds. All the females were from different ethnicity backgrounds. Children were given passes to not have to hand in homework as an incentive for participating in the study.

Apparatus and Procedure: With the 1st experiment, the beginning of the experiment has a bunch of household items that I have placed on a table. The object of the game is to see how many items could the kids remember and the names of the items. I first did this without the tv on.The items were shown to the children for a total of 15 seconds. They were each of them a piece of paper and a pen. They were asked to turn around and asked them to write down the number of items they saw on the table, as well as the names of the items they remembered. They were given only 10 seconds to write as many down as they could. The second time, the children had to leave the room. The same 10 items were put back on the table and moved around, not in the same location that they were first in. The children were brought back in the room, not facing the items at first. Before they were asked them to do the experiment again, the tv was turned on and the volume loud enough so it could become a distraction. They were given only 10 seconds to look at the items again with the tv on. Their answers were written down how many they got correct as well as how many they named. With the second experiment, the facilitator asks the participants to sit at a table. The participants are given a pen and paper which shows 10 lines, which is the 10 trials. Each trial starts with a number sequence. The numbers start with (3) numbers and continue throughout each trial until (10) numbers is reached. The first 2 trials are with (3) numbers, the next 2 trials are with (4) numbers, then 5-10 for the next 6 trials. This is done with complete silence. With the second phase, the same rules apply but there is music being played in the background. The participants are given another sheet of paper to complete the same 10 trials. The responses are recorded for both phases to see how many numbers they received right during both phases. For the third experiment, for the first phase of the experiment, there were only 14 pairs used. Pairs were all Aces, all Two’s, all Three’s, all Fours, all Fives, all Sixes, and all Sevens, totalling 28 cards, 14 pairs. With the first phase, the cards were shuffled. The object of the game is to pick the red pair with the red number, black pair with the black number. For example, if you picked the Ace of spade, you would have to match that with the ace of club. If you matched the ace of spade with the ace of diamonds, you would put both down and have the other participant go as you did not get them the same. When the participant did get the pairs the same, you would pick up the pair and put it on the side and then that participant would go again. The object of the game is to get the most pairs correctly. With the second phase, it is a little bit more tricky. A condition of time was assigned with the experiment. With this experiment, what was measured of the participant can accurately get pairs faster when the participants  were under pressure with time than when they were not. Same conditions apply from the first stage, but the added condition was the time. The time that was added was after they played the first round. It took both participants 8 minutes to play the first round. Therefore, they were told at the beginning of the second phase that they only had 5 minutes to get the most pairs. Data was collected the same as the first phase, with counting how many each participant received correctly with the allowed time.

Results: For the first experiment with the tv off, my 14 year old daughter got 7 items correct and named them all correctly, but said there were only 9 items on the table.. My 11 year old daughter got 8 items correct and named 10 on the table. For the 2nd experiment, my 14 year old only got 5 items on the table correct and stated there were only 8 items there. My 11 year old got 6 items correct from the table and said there were 8 items in total.. It would be safe to say that the tv was a distraction to them, and they did not keep their attention to get all items correct. Second experiment: The first phase results for both participants varied. With participant #1, the 14 year old, the trials up to the sixth trial were correct. After the sixth trial, the numbers were not in sequence. With participant #2, the 11 year old, the trials were correct only up to the fourth trial. After the 4th trial, they were incorrect. Numbers were starting to be misplaced from what was heard. In the second phase with the music playing in the background, with participant #1, only three trials were correct, With participant #2, four trials were correct. With the first stage that took roughly 8 minutes to complete, participant (1) who is 11 years old got 12 pairs correct. Participant (2) who is 14 years old got 16 pairs correct. With the second phase, only at 5 minutes to complete, participant (1) got 7 pairs correct, while participant (2) got 8 pairs correct.

Being distracted can hinder a person’s ability to stay focused, remember things in sequence for exactly what they are, and recall things to retain memory. With the different experiments conducted, a simple noise distraction can hinder memory with a person. When time is a factor and time is running out, it also has a person panic to not remember what is being shown to them. This experiment was used with a teenager and a preteen to show how distractions can cause problems with concentration with school aged children. When children are developing study habits, they tend to get distracted from outside noise and time constraints. Solving the problem with distraction, memory, and concentration is relevant with school aged children to better help students retain information necessary for learning. Music, time, and other outside sources such as electronic devices that encompass these items are an increasingly growing issue with teenagers and preteens. Academics are being affected by this, this scores are dropping because children are having a hard time holding information.

Since week 1 I have been so eager to see how my study turned out. Throughout the weeks, the results were outstanding with positive and rewarding results. I am so happy that my stimuli helped others and made a difference. Even if it was just a small difference it still made a difference in the lives of many children. All the participants had one thing in common: they loved my creation and was excited to take part in my study. I could not have done it without the many children and adults that took part. I was fortunate enough to have many people in my life willing to volunteer. I could not that them enough.

As I mentioned in previous blogs, I have never been one to enjoy studying or even been one to stay focused for a long period of time. The stimuli I created was to help children like me who want to study and do good in school but have a hard time. I am beyond thrilled that my game has accomplished that. I was frightful that my game would not have a positive result and even more happy that those were just fears. My game has honestly helped children and made studying and learning fun.

No game is perfect but I believe that my game is very close. There are aways things that can be changed to make things better. With many more trials I believe my game can be perfect and will continue to help others. My game was mostly tested on young children but at times tested on young adults and the results remained the same. Therefore, I believe my game would be beneficial to everyone. It can help many people study for exams, finals or even remembering important information.

I enjoyed this study very much and was so happy I decided to create this stimuli!!

Through the textured card game children with sensory processing disorder improved their sensory skills. as the project comes to an end i have learned about new ways to help children with disability in a more engaging way as simple as playing a game. also i have learned more about the sensory processing disorder itself so i gained some knowledge on a field i wasn’t very familiar with. based on the results acquired from the study the textured card game was helpful with improvements for the children playing the c card game. my thesis was supported by the results obtained.

As the project comes to an end. I can say creating this game, has made me see many ways I can help a child with speech delay, improve their speech. This game made me see that a child can learn more efficiently if they are continuously learning without even knowing. Having games that a child can have fun and also learn is helpful. I believe younger children are like sponges, and if we can try to start early and help them, playing games like this may work. I also see with the results of this game that playing with another child makes the child with delay want to learn more and mimic the other child, this is where the reinforcement learning comes into play. From the study i can see the difference between playing with an adult and the child playing with another child, my evidence showed that child learned more while playing with the other child alone.