Reward, learning and games

Howard-Jones, Paul; Jay, Tim

doi:10.1016/j.cobeha.2016.04.015

Cited by 34 publications

(23 citation statements)

References 81 publications

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“…We therefore suggest that gamers/learners’ frequent in-game interaction may strengthen or increase their FC associated with language processing. Additionally, in view of the reward effect on gamers’ motivation to interact in FL/L2 ( Peterson, 2012 ; Howard-Jones and Jay, 2016 ), we further posit that brain reward circuit may play a moderating role in the increased FC within gamers’ brain network.…”

Section: Possible Neural Mechanism Underlying Mmorpgs’ Educational Romentioning

confidence: 89%

“…However, the underlying behavioral and neural mechanisms of MMORPG-based FL/L2 development remain unexplored. Because learners/gamers are more motivated to interact with peers in MMORPGs’ contexts than they are in traditional teaching settings ( Peterson, 2011 , 2012 ; Bytheway, 2014 ; Shahriarpour and Kafi, 2014 ; Zheng et al, 2015 ; Howard-Jones and Jay, 2016 ), to figure out the source of such stronger motivation appears to be fundamental for investigating the behavioral and neural mechanisms under discussion. Evidence has shown that rewarding the gamers for meeting progressively demanding performance levels increased gamers’ intrinsic motivation ( Cameron et al, 2001 ; Pierce et al, 2003 ).…”

Section: Mmorpgs’ Benefit For Gamers’/learners’ Fl/l2 Learningmentioning

confidence: 99%

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Language Learning Enhanced by Massive Multiple Online Role-Playing Games (MMORPGs) and the Underlying Behavioral and Neural Mechanisms

Zhang¹,

Song²,

Liu³

et al. 2017

Front. Hum. Neurosci.

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Massive Multiple Online Role-Playing Games (MMORPGs) have increased in popularity among children, juveniles, and adults since MMORPGs’ appearance in this digital age. MMORPGs can be applied to enhancing language learning, which is drawing researchers’ attention from different fields and many studies have validated MMORPGs’ positive effect on language learning. However, there are few studies on the underlying behavioral or neural mechanism of such effect. This paper reviews the educational application of the MMORPGs based on relevant macroscopic and microscopic studies, showing that gamers’ overall language proficiency or some specific language skills can be enhanced by real-time online interaction with peers and game narratives or instructions embedded in the MMORPGs. Mechanisms underlying the educational assistant role of MMORPGs in second language learning are discussed from both behavioral and neural perspectives. We suggest that attentional bias makes gamers/learners allocate more cognitive resources toward task-related stimuli in a controlled or an automatic way. Moreover, with a moderating role played by activation of reward circuit, playing the MMORPGs may strengthen or increase functional connectivity from seed regions such as left anterior insular/frontal operculum (AI/FO) and visual word form area to other language-related brain areas.

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Section: Possible Neural Mechanism Underlying Mmorpgs’ Educational Romentioning

confidence: 89%

Section: Mmorpgs’ Benefit For Gamers’/learners’ Fl/l2 Learningmentioning

confidence: 99%

Language Learning Enhanced by Massive Multiple Online Role-Playing Games (MMORPGs) and the Underlying Behavioral and Neural Mechanisms

Zhang¹,

Song²,

Liu³

et al. 2017

Front. Hum. Neurosci.

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show abstract

“…As declarative learning plays a predominant part in education, these results stress the need for a better understanding of the role that reward (and its prediction) plays in declarative learning. Despite an early reluctance of educational theorists toward incorporating reward in educational settings, its role has been reconsidered in recent years [ 35 ]. One potential illustration is the testing effect [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

Signed reward prediction errors drive declarative learning

et al. 2018

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Reward prediction errors (RPEs) are thought to drive learning. This has been established in procedural learning (e.g., classical and operant conditioning). However, empirical evidence on whether RPEs drive declarative learning–a quintessentially human form of learning–remains surprisingly absent. We therefore coupled RPEs to the acquisition of Dutch-Swahili word pairs in a declarative learning paradigm. Signed RPEs (SRPEs; “better-than-expected” signals) during declarative learning improved recognition in a follow-up test, with increasingly positive RPEs leading to better recognition. In addition, classic declarative memory mechanisms such as time-on-task failed to explain recognition performance. The beneficial effect of SRPEs on recognition was subsequently affirmed in a replication study with visual stimuli.

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“…The value of reward in education has been controversial. In fact, while some educational programs emphasize the value of reward systems (e.g., badges; see also Howard-Jones and Jay 2016;O'Byrne et al 2015), some other researchers argue against any form of rewards or incentive systems in education (e.g., Kohn 1993). An important phenomenon to discuss, relating to the role of reward in education, is the undermining effect (Deci 1971).…”

Section: Implications For Educationmentioning

confidence: 99%

Process Account of Curiosity and Interest: A Reward-Learning Perspective

2019

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Previous studies suggested roles for curiosity and interest in knowledge acquisition and exploration, but there has been a long-standing debate about how to define these concepts and whether they are related or different. In this paper, we address the definition issue by arguing that there is inherent difficulty in defining curiosity and interest, because both curiosity and interest are naïve concepts, which are not supposed to have a priori scientific definitions. We present a reward-learning framework of autonomous knowledge acquisition and use this framework to illustrate the importance of process account as an alternative to advance our understanding of curiosity and interest without being troubled by their definitions. The framework centers on the role of rewarding experience associated with knowledge acquisition and learning and posits that the acquisition of new knowledge strengthens the value of further information. Critically, we argue that curiosity and interest are the concepts that they subjectively construe through this knowledge-acquisition process. Finally, we discuss the implications of the reward-learning framework for education and empirical research in educational psychology.Many people agree that curiosity and interest are central parts of our intellectual behavior, playing an essential role in our daily and professional life. The importance of nurturing curiosity and interest in classrooms has been repeatedly emphasized in both academic and lay literature (e.g., Dewey 1913;Kohn 1986;Pink 2010;Renninger

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Reward, learning and games

Cited by 34 publications

References 81 publications

Language Learning Enhanced by Massive Multiple Online Role-Playing Games (MMORPGs) and the Underlying Behavioral and Neural Mechanisms

Language Learning Enhanced by Massive Multiple Online Role-Playing Games (MMORPGs) and the Underlying Behavioral and Neural Mechanisms

Signed reward prediction errors drive declarative learning

Process Account of Curiosity and Interest: A Reward-Learning Perspective

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