In this post we will explore the ways in which gamification increases social connectedness and enhances well-being through this activity. Aging 2.0 is a global innovation platform for aging and senior care, but its roots run much deeper than this sphere.
In this post we discuss “holistic” gamification, that is, the use of game mechanics to essentially make us self aware, foster emotional intelligence, promote positivity in working with others and help us see the connection of their work to the whole. This is high engagement. It is referred to as eudaimonia. Flourishing, in the workplace. It’s not impossible, it is within reach. Or at least to create conditions where that is possible.
In this review we have attempted to organize the voluminous data on how gamification affects neurochemistry and its outcomes in behavioural studies. It is clear that simple, engagement-based game systems do little, if anything to influence the outcome of training. Games which utilize variables we have discussed in this review are anticipated to show a higher rate of return on training and to further create a more cohesive and caring work environment.
In this edition we are going to introduce you to the research on video games and neuroscience to lay the ground for more substantive analysis of gamification. Given that game-based learning is a blend of game design and instructional design, it is only rational that we familiarize ourselves with both of these fields. We had some good conversations emerge from our last blog entry on DNP suppression, VS stimulation and dopaminergic drip models so we want to get you thinking about this more.
The key areas that gamification affects in the brain are the default mode processing nodes, the ventral striatum and the dopaminergic pathways. The default node processing (DNP) studies are completed using fMRI, an imaging technique that shows the brain activity that occurs when we are not focused. Gamification progressively deactivates default processing by focusing attention. The more we game, and hence, the more uncertainty we have during learning, the more this deactivation takes place.
In this last installment of our series on VR we look at the work of Toronto game design professor Bill Kapralos, Ph.D. and other ongoing researchers in this space. The first is his work on total knee replacement arthroplasty (TKA) and the use of VR and gamification to reduce costs. His work here is cited with permission from the University of Ontario Institute of Technology.
How does a virtual space, either coded simulations or detailed images, affect our feelings? Can we emotionally immerse? Let us consider the arguments. Learning which creates feeling is said to operate in the affective domain. The affective domain is the part of learning where we have emotional responses to the material and this helps cement recall. Recall is strongly linked to emotions in behaviourist thinking.