Download Poster on Memory2 - Foundations of Game

The Effects on Memory from Playing TableTop Games
Tisha DeDios
Department of Behavioral Sciences
INTRODUCTION
Memory is the process of retaining information overtime.
It is a process that occurs continuously from the time we
are born ( Zimmerman, 2014). Items are transferred from
short term memory to long term memory by repetition.
Typically one is not aware of what is in our memory until
they need to use that bit of information. Through the
process of retrieval information is brought to the forefront
when needed.(Zimmerman,2014). Generally, five to nine
items can be stored in our short term memory at any
given time. Memory take many different forms such as
implicit, procedural, explicit, semantic, and episodic
(Zimmermann,2014).
Age effects knowledge and memory; What children
know affects what they encode, how that information is
organized and storage, and the manner in which it’s
retrieved. The more background knowledge about
information the better it is remembered. Since older
children have more knowledge than young ones they
remember better. Children use strategies to help them
remember. Memory is influence by knowledge and
affects retrieval. Knowledge also provides better
elaboration of information which can strengthen its
storage in memory (Wikipedia, n.d).
Memories formed at school age and beyond are more
likely to stand the test of time over the years and be
recalled in adulthood. They can retain information from
specific episodes over a long period of time but this can
depend on certain differences such as gender and
language ability (Wikipedia,n.d).
MATERIALS & METHODS
CONCLUSIONS
• WordPlay consists of 24 players who were recruited from a middle school 6th grade class. Since permission was granted
from 1 six grade teacher this was the only exclusion for this experiment. 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 were broken up into three groups each containing 8 members to represent that group.
• The materials used to create WordPlay were cardboard for the playing board. To design the board I used white poster
paper to create a blank canvas, then using a ruler I measured out equally proportionate spaces so everything look
uniformed. I used markers to add color to the squares and this helped in the overall look of the game. For extra support I
used colored tape to seal in the seams as wear and tear can damage the board. For the playing cards I used index
cards which I cut to equal sizes and glued images and words to one side. On the other side of the card I labeled it with
the name of the game “WordPlay ” which was done in the same color font as the one on the board to give a completed
look. Doing this allowed for unity and cohesiveness. Regarding the items used to play the game I used a transparent blue
die to determine the number of spaces to move, an hourglass to track time, and a variety of colorful pawns used to move
along the board.
RESULTS
OBJECTIVES
100
73.38
70.5
65.5
Newman, S. D., Hansen, M. T., & Gutierrez, A. (2016). An fMRI study of the impact of
block building and board games on spatial ability. Frontiers in Psychology, 7.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5002428/
Nichifor, C., Dascalu, M., Neagu, A., Moldoveanu, A., & Bodea, C. (2016). Cognitive
training games to improve learning skills. Paper presented at the , 1360-366. Retrieved
from http://search.proquest.com.york.ezproxy.cuny.edu
60
50
40
30
16.86
20
16.55
8
4.11
16
8
8
4.07
8.57
8
4
2.93
8
2.5
6.27
8
8.13
2.85
0
ELLS
IEPS
REG
ELLS
Before
IEPS
REG
Resnick, Brian.(2016,July 25). Alzheimer’s symptoms could be prevented with a
computer game,researchers say. How skeptical should we be. Vox. Retrieved from
http://www.vox.com/2016/7/25/12257102/alzheimer-dementia-brain-training
After
Toril, P., Reales, J. M., Mayas, J., & Ballesteros, S. (2016). Video game training enhances
visuospatial working memory and episodic memory in older adults. NCBI. Retrieved
from http://www.ncbi.nlm.nih.gov
Statistics
While there has been several studies conducted that
explore the effects playing games have on memory,
there has only been a few that focus on the effects
tabletop games have on ESL students. To close in this gap
on the topic memory will be explored taking a different
approach .
• To test this notion the study will take the form of a
regular board game in normal classroom settings.
• This study will look at the effects on memory for 6th
grade ESL students as a result of playing a tabletop
game.
• I predict that playing a board game, which causes
players to retrieve items already learned, will improve
their memory overtime.
Gholipour, Bahar.2016. Positive results from brain games may be just a placebo effect.
The Huffington Post. Retrieved from
http://www.huffingtonpost.com/entry/brain-games-placeboeffect_us_57693035e4b015db1bca8519
Memory .(n.d). Memory development. Wikipedia. Retrieved from
https://en.wikipedia.org/wiki/Memory_development
78.63
10
Clemenson, G. D., & Stark, C. E. L. (2015). Virtual environmental enrichment through
video games improves hippocampal-associated memory. The Journal of
Neuroscience. 35(49) Retrieved from http://www.ncbi.nlm.nih.gov
85.5
80
G
r
a
d
e
s
Blacker, Kara., Curby, Kim.,Klobusicky, Elizabeth.,& Chein, Jason (2014). Effects of
action video game training on visual working memory. Journal of Experimental
Psychology. Retrieved from https://www.apa.org
Mei Fung, Yong; Li Min, Yeo. Effects of Board Game on Speaking Ability of Lowproficiency ESL Learners. International Journal of Applied Linguistics and English
Literature, [S.l.], v. 5. Retrieved from http://www.journals.aiac.org
91.13
90
70
REFERENCES
Hurley, Dan. (2014,April 7).New studies show promise for brain training in improving
fluid intelligence. The Atlantic. Retrieved from
http://www.theatlantic.com/health/archive/2014/04/new-studies-show-promise-forbrain-training-in-improving-fluid-intelligence/360290/
Results from Exams
 A study done at the University of California suggests
that playing video games does improve your memory
particularly 3D vs. 2D games. The researcher says that
the 3D games stimulate the hippocampus in your brain
and increases attention as well (Stark,2015)
 One study done at John Hopkins University tested the
memory of 34 males both before and after playing
action and non-action games. The result showed that
there wasn’t a significant increase in playing action vs.
non action games.(Blacker, Curby ,Klobusicky, and
Chein,2014)
• Exam scores were calculated for 6th grade ESL students
from a middle school both before and after playing
the tabletop game, WordPlay Once the scores were
collected they were then calculated to determine if
there was any improvement in memory.
• As a result of playing this game it was determined that
there was an increase in memory.
• ELLs-7.63% increase; IEPs-7.16% increase; Regular -6.58%
increase.
• These results are evidence which support the thesis that
playing tabletop games improves memory.
• Though there are mixed results regarding this topic this
experiment proves that there is indeed an
improvement in memory over time which is a result of
playing games that stimulate your brain.
Mean
STDEV
N
Variance
Yale University. (2016, September 20). Video games can have lasting impact on
learning. ScienceDaily. Retrieved from http:// www.sciencedaily.com
For each group the average exam grades were calculated both before and after playing WordPlay for each student.
Before
After
ELLs-65.5%, Std Dev 4.1, Variance 16.86
Ells 70.5%, Std. Dev. 4.00, Variance 16
IEPs 73.38%, Std Dev 4.07, Variance 16.55
Zimmermann, Kim Ann. (2014).Memory definition and type of memory. LiveScience.
Retrieved from http://www.livescience.com
or paste text here
ACKNOWLEDGEMENTS & CONTACT
IEPs-78.63%, Std. Dev.2.50,Variance 6.27
Regular 85.5%, Std Dev 2.93,Variance 8.13
Regular- 91.13%,Std Dev 2.85,Variance 8.57
T score
ELLs t= 3.44, IEPs t=3.65, Regular 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.
Tisha DeDios
Tisha.Dedios.yorkmail.cuny.edu
CUNY York College