Category Archives: FA16-Project 1

FA16-Project 1: Final Week

INTRODUCTION

Alzheimer’s disease is the most common form of dementia, accounting for 60 to 80 percent of all cases (Alzheimer’s Association , 2016). Alzheimer’s disease patients experience gradual disturbance in several cognitive functions such as language, reasoning, memory, and visuospatial skills. Visuospatial skills refer to our ability to process and interpret visual and spatial information in our environment. These skills enable us to complete essential everyday tasks such as reading a map, driving a car, giving directions, recognizing and manipulating shapes and object. Deficits in visuospatial performance can be detected in the very mildest stage of clinically diagnosed Alzheimer patients (Storandt, 1995). Visuospatial dysfunction in Alzheimer disease is reflected in perceptual impairments as well as in deficits in higher order aspects of spatial orientation (Alice, 2014).

  • An experiment conducted in 2012 found that visuospatial training through video games can not only impact performance on measures of spatial functioning, but can also affect performance in content areas in which these abilities are utilized (Sanchez, 2012).
  • In 2014 Erin Connors, Elizabeth Chrastil, Jamie Sánchez, & Merabet Lotfi conducted an experiment that ultimately concluded that a game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments (Connors, Chrastil, Sánchez, & Merabet, 2014).

OBJECTIVE

Whiles there has been many research conducted exploring whether video games can improve visuospatial skills, there has been only a few resent studies that has directly investigated whether games can enhance visuospatial skills in individuals with Alzheimer’s. To explore this topic this research, would take a different approach and focus on table top games.

  • This study would explore whether table games can improve the visuospatial skills of individuals with Alzheimer’s.
  • The current study aims to test this notion by assessing the visuospatial skill of individuals with Alzheimer’s in an experimental setting.
  • I predict that table game usage can improve the visuospatial skill of men and women with Alzheimer disease

METHODS

Subjects

African American, Hispanics and Caucasian individuals between the age of 60 to 70 with Alzheimer’s disease is the population of interest in this study. Individuals with any other types of dementia or any other neurological brain disorder were excluded from this study.

  • Participants for this study were recruited by ads placed in nursing homes, retirement homes, hospitals and counseling centers. Participants were offered compensation for their involvement in this study.
  • Individuals who responded to the Ads and met the specific criteria were randomly assigned into three groups. In group one individuals were given the easy PINGO cards to play. In group two individuals were given the medium PINGO cards to play. In group three individuals were given the hard PINGO card to play. After the completion of the games participants were asked to complete a measures of visuospatial abilities, the paper folding test.

Procedure and Apparatus

  •  For this study, PINGO a game focused on visuospatial skills were created. The game created focused on an individual’s ability to identify rotated representation of three dimensional objects. The materials included in this game are easy, medium and hard playing cards, chips, and image cards. The image cards consist of pictures of three dimensional non rotated objects. The playing cards each consist of 20 images. The images presented on the playing cards are rotated representation of the ones displayed in the image cards. Individuals who identified five rotated images vertically, horizontally, or diagonally wins the game.
  • The instructions for each of the three different groups were verbally presented to its participants at the beginning of the experiment. All games were conducted in separate room and were administered by investigators and played in private and separate rooms. The games were played three times with15 minute intervals after each completion. Once the games were finish individuals were escorted into a different room to complete the paper folding test. The results from the paper folding test would be manually collected and analyze.

RESULTS

  • The results showed that individuals in the hard playing card group were significantly more accurate than in the easy plaguing card group (p= .003).
  • The results showed that individuals in the hard playing card were not significantly more accurate than in the medium playing card group (p= 0.124).
  • The results showed that individuals in the medium playing card were not significantly more accurate than in the easy playing card group (p= 0.196).

CONCLUSION

  • It is predict that table top game usage can improve the visuospatial skill of men and women with Alzheimer disease.
  • The results from this experiment offers a solution to the visuospatial impairment found in previous research.
  • The results showed that individual’s visuospatial skill improved with usage of a table top game.
  • This study bridge the gap in research involving the use of table top games as a learning tool for visuospatial skills.
  • Previous experiments conducted found that visuospatial training through video games can impact performance on measures of spatial functioning in individuals with visuospatial impairment (Sanchez, 2012; Connors, Chrastil, Sánchez, & Merabet, 2014). Similar to these experiments this study found that visuospatial training through a table top game can impact performance on measures of spatial functioning in a group of individuals with visuospatial impairment such as, individuals with Alzheimer’s disease.
  • The small size is one potential problem of this study because the results from this study may not be generalize. Another potential problem with this study is that the participants included were volunteers, this can led to a potential bias.
  • Future experiments can included a larger and more random sample, which will control for the potential confounds included in this study. In addition, longer playing time and different measure of visuospatial skills can be included in future studies.

REFERENCES

  • Alzheimer’s Association. (2016). What Is Alzheimer’s. Retrieved from Alzheimer’s Association: http://www.alz.org
  • Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological    Science, 18(10), 850-855. Doi:10.1111/j.1467
  • Kaskie, B., & Storandt, M. (1995). Visuospatial deficit in dementia of the Alzheimer type.              Archives of Neurology, 52(4), 422-425.Doi:10.1001/archneur.1995.00540280120025
  • Sanchez, C. A. (2012). Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.Psychonomic Bulletin & Review, 19(1), 58-65. Doi:10.3758/s13423-011-0177-7
  • Frédérick Imbeault, B. B. (2011). Serious games in cognitive training for Alzheimer’s patients. Serious Games and Applications for Health (SeGAH),2011 IEEE 1st International Conference on, 1-8.
  • Connors, E. C., Chrastil, E. R., Sánchez, J., & Merabet, L. B. (2014). Action video game play and transfer of navigation and spatial cognition       skills in adolescents who are blind. Frontiers in   Human Neuroscience, 8.Doi:10.3389/fnhum.2014.00133 

Final Poster

FA16-Project 1: Week 16

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.

 

FA16-Project 1: Week 15

Discussion

It is predict that table top game usage can improve the visuospatial skill of men and women with Alzheimer disease. The results should that individuals visuospatial skill improved with the 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). Many individuals with Alzheimer’s disease experience dysfunction in their visuospatial skills (Storandt, 1995; Alice, 2014). This study found that perceptual training through a table top game can improve individual’s visuospatial skills. The results from this experiment offers a solution to the visuospatial impairment found in previous research.

Pervious experiments conducted found that visuospatial training through video games can impact performance on measures of spatial functioning in individuals with visuospatial impairment (Sanchez, 2012; Connors, Chrastil, Sánchez, & Merabet, 2014). Similar to these experiments this study found that visuospatial training through table top game can impact performance on measures of spatial functioning in a group of individuals with visuospatial impairment such as individuals with Alzheimer’s disease. Whiles there has been many research conducted exploring whether video games can improve visuospatial skills, there has been only a few studies that has directly investigated whether table top games can enhance visuospatial skills. The results from this study can be used to improve a group of individuals with visuospatial impairment such as individuals with Alzheimer’s disease. In addition by focusing on table top games this study offers a new perspective on the usage of games as a tool to improve visuospatial skills.

One of the potential problem of this study is that it included a small sample size. Due to the sample size the results from this study may not be generalize. Another potential problem with this study is that the participants included were volunteers. This can led to a potential bias because the individuals who volunteered may be a parted of a selected group. Future experiments can included a larger and more random sample, which will control for the potential confounds included in this study. In addition, longer playing time and different measure of visuospatial skills can be included in future studie

FA16 – Project 1: Week 14

METHODS:

Nine participants were included in this study. These individuals were recruited through ads on Facebook and snapchat. Individuals between the ages of 20 to 45 were included in this study. Individuals who were included in the previous study and individuals with diagnosed disease or illness that may impair cognitive abilities were excluded from this study. The participants in this study included 5women and 4 men with a minimum of a high school education. Individuals were randomly assigned to one of the three groups by randomly drawing their names out of a hat. In group one individuals were given the easy PINGO cards to play. In group two individuals were given the medium PINGO cards to play. In group three individuals were given the hard PINGO card to play. The games were presented in three separate room and hosted by the researcher. Individuals in this study were asked to complete the paper folding test after the trial. The results for the spatial test were computerized and analyzed. Individuals in all groups were escorted into separate rooms to complete their assigned game. In each room individuals where given verbal instructions on how to play PINGO.  Each game was completed three times with 15 minutes Intervals after each completed game. Once the game was finish individuals were escorted into a different room to complete the paper folding test.

RESULTS:

The results collected from the paper folding test after the game was computerized and analyzed for each group. The results showed that individuals in the hard playing card group were more accurate in their identification of the rotated card than the easy and medium playing card group. Individuals in the hard playing card group on average accurately identified the folded paper in 16 out of 20 trials (SD= .54). Individuals in the medium playing card group on average accurately identified the folded paper in 14 out of 20 trials (SD= 1.00) Individuals in the easy playing card group on average accurately identified the folded paper in 12 out of 20 trials (SD= 2.00). Table 1 shows the results for the average scores for the paper folding test in each of the three PINGO groups. The results showed that individuals in the hard playing card group were significantly more accurate than in the easy plaguing card group (p= .003). The results showed that individuals in the hard playing card were not significantly more accurate than in the medium playing card group (p= 0.124). The results showed that individuals in the medium playing card were not significantly more accurate than in the easy playing card group (p= 0.196).

Table 1:

picture1

Individuals in the easy group.

pingo2

 

FA16- Project 1: Week 13

pingologo

PINGO Is The Way To Go!

Pingo is a game entirely focused on improving individual’s visuospatial skills by strengthen their perceptual skills. The game reinforces the use of perceptual and spatial skills by allowing players to mentally and physically interact with the game. The primary objective of this game is to identify the rotated version of an image. The images presented in this game are pictures of real life objects. In order to win this game individuals must vertically, diagonally, or horizontally correctly identity five rotated images. This complements the learning objective because it allows for more perception practice. The easy, medium, and hard playing cards also allows for added perception practice. The rotation of the images presented increases with each playing card level. The game is fairly easy to play. Written and illustrated instructions can be found in ever box. The length of time to complete the game may make the game feel stagnant and boring. However if you play with the recommend amount of players the game time would lower tremendously. The pre-chosen images on the playing card can also feel like micromanaging. However the different playing cards provides a wide variety of different images.

There were no significant changes made to the game this week.

FA16- Project 1: Week 12

Twelve participants were included in this study.  These individuals were recruited through ads on social networking cites. Individuals between the ages of 20 to 30 were included in this study. Individuals who were included in the previous study and individuals with diagnosed disease or illness that may impair cognitive abilities were excluded from this study. The participants in this study included 7 women and 5 men with a minimum of a high school education, and an average age of 25. Individuals were randomly assigned to one of the three groups by randomly drawing their names out of a hat. In group one individual were given the easy PINGO cards to play. In group two individuals were given the medium PINGO cards to play. In group three individuals were given the hard PINGO card to play. The games were presented in three separate rooms and hosted by the researcher. Individuals in this study were asked to complete the card rotation test after the trial. The results for the spatial test were computerized and analyzed. Individuals in all groups were escorted into separate rooms to complete their assigned game. In each room individuals were given verbal instructions on how to play PINGO.  Each game was completed three times with 15 minutes Intervals after each completed game. Once the game was finish individuals were escorted into a different room to complete the paper folding test. The results collected from the card rotation test after the game was computerized and analyzed for each group. The results showed that individuals in the hard playing card group were more accurate in their identification of the rotated card than the easy and medium playing card group. Individuals in the hard playing card group on average accurately identified the rotated card in 15 out of 20 trials. Individuals in the medium playing card group on average accurately identified the rotated card in 12 out of 20 trials. Individuals in the hard playing card group on average accurately identified the rotated card in 11 out of 20 trials.

Participant completing the card rotation test.

20161113_161129

The three types of playing cards completed in this trial.

20161113_16115220161113_161331

 

FA16- Project 1: Week 11

pingologo

PINGO is a fun, interactive, and educational game for all age groups. The general premise of this game is to get individuals to improve their visuospatial skills by engaging them in a perceptual related activity. The primary objective of this game is to identify the rotated version of a specific image. The materials included in this game are playing cards, chips, and image cards. The image cards consist of pictures of three dimensional non rotated real world objects. A list of each image presented on the different image cards would be included in each box. The playing cards each consist of five column and four rows, totaling 20 images. The images presented on the playing cards are rotated representation of the ones displayed in the image cards. Each game box consist of easy, medium, and hard playing cards, the different level of playing cards would be identified by different colors. The level of difficulty in the rotated images increases with the type of playing cards. In order to choose the correct corresponding rotated image players must reply heavily on their cognitive system specifically their perceptual skills. Thus players mentally and physically interact with the game. The games ends when a player vertically, diagonally, or horizontally identity five rotated image. The friendly competition between players and the colorful and relatable images make the game playful and engaging. This game can be played by a minimum of four players and a maximum of ten. This game is fairly easy to play however written and illustrated instructions on how to play the game can be found in every box.

With the success of the last game trial there was no significant changes made to this game.

FA16- Project 1: Week 10

20161030_20503620161030_205029 PINGO Second Test Trial

Eight participants were included in this study. These individuals were recruited through ads on Facebook, Instagram and Snapchat. Individuals who were included in the previous study and individuals with diagnosed disease or illness that may impair cognitive abilities were excluded from this study. The participants in this study included 5 women and 3 men with a minimum of a high school education, and an average age of 25. Individuals were randomly assigned to one of the two groups by randomly drawing their names out of a hat. In group one individuals were given the easy PINGO cards to play. In another group individuals were given the hard PINGO card to play. Individuals in both group were escorted into separate rooms to complete their assigned game. In each room individuals where given verbal instructions on how to play PINGO. Each game was completed three times with 15 minutes Intervals after each completed game. Once the game was finish individuals were escorted into a different room to complete the paper folding test. The results collected from the paper folding test after the game was computerized and analyzed for each group. The results showed that individuals in the hard playing card group were more accurate in their identification of the folded paper than the easy playing card group. Individuals in the hard playing card group had an average of 75% accuracy. Individuals in the easy playing card group had an average accuracy of 62%.

FA16 – Project 1: Week 9

After the conduction of Pingo’s first test trial a few changes were implemented in the game. Instead of one general playing card the new Pingo would include easy, medium, and hard playing cards. The level of rotation and the types of images would increase in difficulty in each level. This would allow players more room to further improve their skills. . This addition is fun because it can give players something to work towards. To keep things organized a list of the different images used for the different playing card would be added. Pingo used to be played by a minimum of two people and a maximum of 20. The game would now be recommended to be played by a minimum of 4 and a maximum of 10. I believe this change in players would shorten the game time and make the game more intimate. The length of time to complete the game use to make the game feel stagnant and boring. However by lowering the amount for players and variation in the image card and playing cards, it should lower the game time.

FA16- Project 1: Week 8

20161015_172622 pingo3
First Test Trial
Ten participants were included in this study. These subjects were recruited through ads on social media cites. Women and men between the ages of 25 to 43 were included in this study. Individuals with diagnosed disease or illness that may impair cognitive abilities were excluded from this study. The participants in this study included 6 women and 4 men with a minimum of a high school education, and an average age of 33. Individuals were randomly assigned to one of the two groups by randomly drawing their names out of a hat. In group one individuals were given BINGO to play. In group individuals were given PINGO to play. Individuals were given an online spatial test (the paper folding test) before and after the trial.

Individuals in both group were given a verbal overview of the procedures involved in this study. Before the start of the game individuals were taken one by one into a separate room to complete the paper folding test. The paper folding test consisted of 20 questions. After the test was completed individuals were escorted into separate rooms to complete their assigned game. In each room individuals where given verbal instructions on how to complete each game, BINGO and PINGO. Each game was completed three times with 15 minutes Intervals after each complete. Once the game was finish individuals were escorted into the room to complete the paper folding test.

The results collected from the paper folding test before and after the game was computerized and analyzed for each group. In the PINGO group the average misses before the trial was 7 questions and the average hits was 13 questions. In the BINGO group the average misses before the trial was 6 questions and the average hits was 14 questions. After the trial the average misses in the PINGO group was 4 questions and the average hits was 16 questions. After the trial the average misses in the BINGO group was 6 and the average hits was 14. In the PINGO game group the results showed a slight increase in individual’s paper folding scores. There was no significant change in scores for individuals in the BINGO game group