As the projects come to an end, I believe my project was efficient and effective. In the beginning, I was unsure about whether any improvements would be shown, considering for the first few weeks of playing my game the results just seem so bland. As the weeks went on and the days slowly passed, the results started to show. Major improvements were eventually happening. Even though those with long term memory was more successful at this game, those who had short term memory showed a drastic change the last week, where the males tied with the females. That’s the first time that has ever happened.

My results support the thesis, because in my game I had 4 participants.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 1 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 4, 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. Throughout each week this game has been played, those who had short term memory showed signs of improvement. Yes, they still had trouble answering questions based on the movie Snow White and The Seven Dwarfs, but they were capable of getting more question correct every week. The last week of this week, both males who had short attention spans had tied with the two females who have long attention span. Each participant from these two groups tied with the other person from the other group. One male got 9  questions  correct, while one female participant also got 9 correct. One male got 11 questions correct, and the other female got 11 questions correct. This week both participants who have short term memory showed major improvement. By these individuals playing this game, it did prove that games do have a way with holding ones attention and keeping them interested, especially if they are competitive.

This work can be related to other studies because I am trying to find a solution to how having a short attention span or a long attention span can affects one life. This study relates to real life because for example, if you are a journalist, you have to make sure the work you are publishing is facts, because if it’s not, you can be sued. This game does exist as an economy, because the people are playing a role in deciding whether having a long attention span or a short attention span should determine how much information one truly memorizes. The ability to stay focused is an important factor. This can go under working in reality. In the work place you need to be very attentive to what you are doing. Picking the correct video for both the control group and experimental group would be a challenge. If you pick a movie that’s interesting and what those with short attention spans may like to watch along with if the participants already seen that specific video , it can cause problems leading to defective results. A boring movie shown can cause one to get frustrated easily and lose concentration skills. Another challenge is convincing the audience to support you. The skills a character and player must learn or master is being themselves being completely honest with the answers they give. They must master a skill known as memorizing information so they can answer the questions asked to them correctly.  Some problems that are still remaining, is if you switch up the questions in different orders would those with short term memory still recognize the questions, even if you aren’t going in order. How effective is the game? Future problems also consist of what do you do when the game ends in the tie. Do you have a tie-breaker?

One thing I noticed continuously throughout this whole game making process for my game was how computers were always being used. Computers were always seen as the main source to test attention spans, to see which brain functions would activate, and to test memory. After see the improvements in my game, I feel more card games and board games can be used.  Having someone constantly be at the computer can cause many different feelings, such as anxiety, frustrating, and also when one does go back to play that same game their improvement can have a sudden decrease. I feel board games and card games can be efficient, because they are testing both attention span and memory. Even if one results stay at a steady rate, decreases, or increase, you know the results aren’t being manipulated.  I think more card games and board games should be used and not just computers. There is only so much computers can do after-all. PSY 200 Data-Memory Questionnaire

This study explored whether table top games can improve the visuospatial skills of individuals with Alzheimer’s. Alzheimer’s disease is the most common form of dementia, characterize by gradual disturbance in several cognitive functions such as language, reasoning, memory, and visuospatial skills. Whiles there has been previous research conducted exploring whether video games can improve visuospatial skills, there has been no recent studies directly investigated whether top games can be used to enhance visuospatial skills in individuals with Alzheimer’s. To bridge this gap this study created a table top game focused on visuospatial skills. The results from this study showed that individual’s visuospatial skill improved with usage of a table top game. The results showed that individuals in the hard playing card group were significantly more accurate in the identification of the folded paper, than the individuals in the easy playing card group (p= .003). The results from this experiments can offers a solution to the visuospatial impairment found in previous research.

A poster containing an overview of the entire of the study.

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.My results supports the thesis because it allows the players to get a first-hand experience with answering questions, that aren’t in their comfort zone.The primary objective is to play as yourself meaning you are the character then, use them to go into different scary houses that are meant to represent our basic genre of learning. The game objective does reinforce the learning objective because they’re kind of the same thing.It prevent players from acting out of context. It can be fun because players can enjoy a fun learning and adventurous game. It contributes to the objective because the purpose is to learn something not get angry.

At the beginning of the semester I decided to create a game to test memory.  The topic of memory is important to be because I have someone in my family who suffers from dementia. Also I have notice that over the years my memory has declined slighty. I wanted to educate myself even more regarding this topic.

As a result of my interest in this topic I developed a tabletop game called WordPlay. This game is an alternate tool that can be used in the classroom to help students learn a new language. To observe the effects on memory among school aged children. My target sample were 6^th grade students from a middle school. The subjects consist of both boys and girls age 10- 12 in an ESL class. To test their memory the game was designed encourage them to use their semantic memory to retrieve information regarding a list of vocabulary word that they previously learning. Before I began conducting the experiment I first discovered what research was already out there so see where I could improve or contribute.  The population I decided on were IEPs,ELLs and regular general education students. These students were recruited by contacting a local middle school teacher to ask for permission to use their students.

To play the tabletop game WordPlay the students must first roll the die to determine who goes first then roll again to determine the spaces.  Depending on the color they must fulfill certain task regarding the word i.e definitions. The first player to complete the board wins the game and the extra 5 point. However since this is an educational game all players must complete the board.

The  teams were divided in 3 groups ELLs, IEPs and regular each consisting of 8 players who were divided in groups of four for a total of 24 players. Once the rounds were complete  exam grades were observed before and after playing and it was determined that WordPlay did have a positive effect on memory.

Some research that was already done  showed that playing  games  don’t have an effect on memory. However, others have proven otherwise. The data from my experiment is important because it closes the gap  on this topic.

This is it, the final week. My game is fully finished and glad that I could help so many students. The images above compare level one to level ten. the begging level till the end but its not about how fast you get to each level its about how well you do on each individual level. This all based on time and how you can compare your time to another players to see who’s better.

Word-Bank

Usman Athar

CUNY York College

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.

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.

Memory Gallery –  Sultan Tahir

For the thesis of this experiment proved that students who were blindfolded had a tough 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.

Each round Started off With pictures The first few rounds had pictures that you can analyze quickly and remember what u saw Such as in rounds 1 through 5 were easier but each round you go through, the students got harder pictures and the analyzing timing was much lower such as in the first round the analyzing time was 35 seconds and in the 6th round the analyzing time was 20 seconds, the pictures in the 6th round and up were much  harder to remember for students.

As shown on the excel screenshot students with visual pictures scored very high rather than students with sounds that had to remember them had a hard time.

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.