Differential effect of motivational features on training improvements in school-based cognitive training
Open accessAbstract
Cognitive training often utilizes game-like motivational features to keep participants engaged. It is unclear how these elements, such as feedback, reward, and theming impact player performance during training. Recent research suggests that motivation and engagement are closely related to improvements following cognitive training. We hypothesized that training paradigms featuring game-like motivational elements would be more effective than a version with no motivational elements. Five distinct motivational features were chosen for examination: a real-time scoring system, theme changes, prizes, end-of-session certificates, and scaffolding to explain the lives and leveling system included in the game. One version of the game was created with all these motivational elements included, and one was created with all of them removed. Other versions removed a single element at a time. Seven versions of a game-like n-back working memory task were then created and administered to 128 students in second through eight grade at school-based summer camps in southeastern Michigan. The inclusion of real-time scoring during play, a popular motivational component in both entertainment games and cognitive training, was found to negatively impact training improvements over the three day period. Surprisingly, scaffolding to explain lives and levels also negatively impacted training gains. The other game adjustments did not significantly impact training improvement compared to the original version of the game with all features included. These findings are preliminary and are limited by both the small sample size and the brevity of the intervention. Nonetheless, these findings suggest that certain motivational elements may distract from the core cognitive training task, reducing task improvement, especially at the initial stage of learning.
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None of the WMTrainer conditions made any difference on subjective motivation scores.
“and none of the conditions made any difference on subjective motivation scores.”
From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [34]
The fully gamified WMTrainer condition had one of the shallowest improvement slopes.
“The fully gamified condition had one of the shallowest improvement slopes”
From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [34]
The greatest training effect in WMTrainer was caused by versions with minimal motivational features.
“They compared training improvement across conditions and found that the greatest training effect was caused by versions with minimal motivational features.”
From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [34]
There were some indications that gamification may actually worsen data quality.
“and there were some indications that it may actually worsen it [17,18,34,36].”
From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [34]
Katz et al and Miranda and Palmer highlight that balancing motivation and performance can be difficult, with several game mechanics having unforeseen deleterious effects on performance.
“However, Katz et al [34] and Miranda and Palmer [36] highlight that this can be difficult balancing act, with several game mechanics having unforeseen deleterious effects on performance.”
From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [34]
Motivation is related to greater improvements that could result in greater transfer effects.
“Thus, and consistent with previous studies, motivation this result highlights the importance of considering individual motivation through training, since it is related to greater improvements that could result in greater transfer effects (Mather and Carstensen, 2005; Jaeggi et al., 2013; Katz et al., 2014).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Katz et al., 2014
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- Authors
- Katz, B., Jaeggi, S., Buschkuehl, M., Stegman, A., & Shah, P.
- Affiliations
- University of Michigan (US)
- University of California, Irvine (US)
- MIND Research Institute (US)
- Corresponding author
- Katz, Benjamin
- Venue
- Frontiers in Human Neuroscience
- Publisher
- Frontiers Media SA
- Published
- 2014-04-24
- Volume
- 8
- Pages
- 242-242
- ISSN
- 1662-5161 (ISSN-L)
- PMC
- PMC4006056
- OpenAlex
- W2097579685
- Cited by
- 142
- References
- 29
- Citations by year
- 2026: 5 · 2025: 9 · 2024: 7 · 2023: 17 · 2022: 13 · 2021: 15 · 2020: 14 · 2019: 17 · 2018: 8 · 2017: 15 · 2016: 13 · 2015: 8 · 2014: 1
- FWCI
- 17.11
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Frontiers in Human Neuroscience (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- eScholarship (California Digital Library) (submittedVersion, cc-by)
- VTechWorks (Virginia Tech) (submittedVersion, cc-by)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- cognitive training, game-based learning, real-time scoring, scaffolding, transfer of training, student engagement
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