Digital Game as A Media to Increase Cognitive Intelligence of 13-18 Years Old Teenagers
DOI:
https://doi.org/10.21512/emacsjournal.v6i1.10848Keywords:
Cognitive Intelligence, Digital Games, Formal Operational Game-based Learning, Jean Piaget’s TheoryAbstract
Nowadays, Cognitive Intelligence plays an essential role especially on making decisions. The growth of digital media makes public thinks that video games are addictive. They think that video games are addictive and damaging. Games are design to refresh, challenge and help people to train their problem solving. In this research, the researcher explored the cognitive development of teenagers aged 13-18 with a puzzle-based digital game. Participants were 15 students studying in junior and senior high school. Participants were given three tests: pre-test and post-test by IQ test and a Game Engagement Questionnaire (GEQ) to explore the game's engagement from the participants' perspective. The average of Pre-Test is 113.2, while the Post-Test is 118.33. This Show that after playing the games it increases the IQ of the students. The researcher also discovered that many factors could influence the outcome of participant IQ. The GEQ shows that the participants agreed that some of the puzzle-based game might be a good or bad influence on them.
Keywords: Cognitive Intelligence; Digital Games, Formal Operational Game-based Learning, Jean Piaget's Theory
Plum Analytics
References
S. Ghazal, R. Garcia-Retamero, A. Feltz, and E. T. Cokely, “Decision Making Skill : From Intelligence to Numeracy and Expertise The role of multiple numeric competencies in improving decision making View project Decision Making Skill: From Intelligence to Numeracy and Expertise”, doi: 10.31.2016.J. Clerk Maxwell, A Treatise on Electricity and Magnetism, 3rd ed., vol. 2. Oxford: Clarendon, 1892, pp.68-73.
E. R. Scott Harold Medina Professor of Law, N. Duell, L. Steinberg, and E. Scott, “Brain Development, Social Context, and Justice Policy Brain Development, Social Context, and Justice Policy Recommended Citation Recommended Citation,” 2018.
D. Fakultas Tarbiyah Dan Keguruan UIN Ar-Raniry, “PERKEMBANGAN KOGNITIF: TEORI JEAN PIAGET A. PENDAHULUAN,” Januari-Juni, 2015.
M. Zastrow, “Is video game addiction really an addiction?,” Proceedings of the National Academy of Sciences of the United States of America, vol. 114, no. 17. National Academy of Sciences, pp. 4268–4272, Apr. 25, 2017. doi: 10.1073/pnas.1705077114.
M. Quwaider, A. Alabed, and R. Duwairi, “The impact of video games on the players behaviors: A survey,” in Procedia Computer Science, 2019, vol. 151, pp. 575–582. doi: 10.1016/j.procs.2019.04.077.
T. Greitemeyer, “The spreading impact of playing violent video games on aggression,” Computers in Human Behavior, vol. 80, pp. 216–219, Mar. 2018, doi: 10.1016/j.chb.2017.11.022.
M. Özçetin, F. Gümüstas, Y. Çag, I. Z. Gökbay, and A. Gökbay, “The relationships between video game experience and cognitive abilities in adolescents,” Neuropsychiatric Disease and Treatment, vol. 15, pp. 1171–1180, 2019, doi: 10.2147/NDT.S206271.
T. Anastasiadis, G. Lampropoulos, and K. Siakas, “Digital Game-based Learning and Serious Games in Education,” International Journal of Advances in Scientific Research and Engineering, vol. 4, no. 12, pp. 139–144, 2018, doi: 10.31695/ijasre.2018.33016.
A. Denisova, C. Guckelsberger, and D. Zendle, “Challenge in digital games: Towards developing a measurement tool,” in Conference on Human Factors in Computing Systems - Proceedings, May 2017, vol. Part F127655, pp. 2511–2519. doi: 10.1145/3027063.3053209.
P. Lameras, S. Arnab, I. Dunwell, C. Stewart, S. Clarke, and P. Petridis, “Essential features of serious games design in higher education: Linking learning attributes to game mechanics.”
S. Greipl, K. Moeller, and M. Ninaus, “Potential and limits of game-based learning,” International Journal of Technology Enhanced Learning, vol. 12, no. 4, pp. 363–389, 2020, doi: 10.1504/IJTEL.2020.110047.
R. K. Sari, A. Sutiadiningsih, H. Zaini, F. Meisarah, and A. A. Hubur, “Factors affecting cognitive intelligence theory,” Journal of Critical Reviews, vol. 7, no. 17, pp. 402–410, 2020, doi: 10.31838/jcr.07.17.56.
B. D. Homer, J. L. Plass, C. Raffaele, T. M. Ober, and A. Ali, “Improving high school students’ executive functions through digital game play,” Computers and Education, vol. 117, pp. 50–58, Feb. 2018, doi: 10.1016/j.compedu.2017.09.011.
Z. H. Babakr, P. Mohamedamin, and K. Kakamad, “Piaget’s Cognitive Developmental Theory: Critical Review,” Education Quarterly Reviews, vol. 2, no. 3, pp. 517–524, 2019, doi: 10.31014/aior.1993.02.03.84.
D. Ramos, B. S. Anastácio, G. A. da Silva, C. Venturieri, N. Stange, and M. E. de O. Martins, “Digital games, cognitive skills, and motivation:,” International Journal for Innovation Education and Research, vol. 8, no. 5, pp. 123–135, May 2020, doi: 10.31686/ijier.vol8.iss5.2324.
L. D. Pratama and W. Setyaningrum, “Game-Based Learning: The effects on student cognitive and affective aspects,” in Journal of Physics: Conference Series, Oct. 2018, vol. 1097, no. 1. doi: 10.1088/1742-6596/1097/1/012123.
B. D. Homer, J. L. Plass, C. Raffaele, T. M. Ober, and A. Ali, “Improving high school students’ executive functions through digital game play,” Computers and Education, vol. 117, pp. 50–58, Feb. 2018, doi: 10.1016/j.compedu.2017.09.011.
Kiary Games, “Tiny Room Stories: Town Mystery.” https://play.google.com/store/apps/details?id=com.kiarygames.tinyroom&hl=in&gl=US (accessed Apr. 11, 2022).
T. S. Weng, “Enhancing Problem-Solving Ability through a Puzzle-Type Logical Thinking Game,” Scientific Programming, vol. 2022, 2022, doi: 10.1155/2022/7481798.
D. M. Dimitrov and P. D. Rumrill, “Pretest-posttest designs and measurement of change,” IOS Press, 2003.
J. H. Brockmyer, C. M. Fox, K. A. Curtiss, E. McBroom, K. M. Burkhart, and J. N. Pidruzny, “The development of the Game Engagement Questionnaire: A measure of engagement in video game-playing,” Journal of Experimental Social Psychology, vol. 45, no. 4, pp. 624–634, Jul. 2009, doi: 10.1016/j.jesp.2009.02.016.
K. L. Norman, “GEQ (Game Engagement/experience questionnaire): A review of two papers,” Interacting with Computers, vol. 25, no. 4. Oxford University Press, pp. 278–283, 2013. doi: 10.1093/iwc/iwt009.
Y. Liu, F. He, H. Zhang, G. Rao, Z. Feng, and Y. Zhou, “How well do machines perform on IQ tests: A comparison study on a large-scale dataset,” in IJCAI International Joint Conference on Artificial Intelligence, 2019, vol. 2019-August, pp. 6110–6116. doi: 10.24963/ijcai.2019/846.
F. Martínez-Plumed, C. Ferri, J. Hernández-Orallo, and M. J. Ramírez-Quintana, “A computational analysis of general intelligence tests for evaluating cognitive development,” Cognitive Systems Research, vol. 43, pp. 100–118, Jun. 2017, doi: 10.1016/j.cogsys.2017.01.006.
V. R. R. Ganuthula and S. Sinha, “The Looking Glass for Intelligence Quotient Tests: The Interplay of Motivation, Cognitive Functioning, and Affect,” Frontiers in Psychology, vol. 10, Dec. 2019, doi: 10.3389/fpsyg.2019.02857.
F. Taya, Y. Sun, F. Babiioni, N. Thakor, and A. Bezerianos, “Brain enhancement through cognitive training: A new insight from brain connectome,” Frontiers in Systems Neuroscience, vol. 9, no. APR. Frontiers Media S.A., Apr. 01, 2015. doi: 10.3389/fnsys.2015.00044.
J. Parong and R. E. Mayer, “Cognitive consequences of playing brain-training games in immersive virtual reality,” Applied Cognitive Psychology, vol. 34, no. 1, pp. 29–38, Jan. 2020, doi: 10.1002/acp.3582.
M. bin Chen, S. G. Wang, Y. N. Chen, X. F. Chen, and Y. Z. Lin, “A preliminary study of the influence of game types on the learning interests of primary school students in digital games,” Education Sciences, vol. 10, no. 4, Apr. 2020, doi: 10.3390/educsci10040096.
A. F. Neering, S. Keller, L. Heimdahl, and P. Giger, “Exploring and defining iyashikei in terms of game design.”
J. A. Miller, U. Narayan, M. Hantsbarger, S. Cooper, and M. S. El-Nasr, “Expertise and engagement: Re-designing citizen science games with players’ minds in mind,” Aug. 2019. doi: 10.1145/3337722.3337735.
N. Riana and A. Prasetyo Abadi, “Fun Math Learning For Elementary School Students Through Interactive Puzzle Media,” SJME (Supremum Journal of Mathematics Education), vol. 6, no. 1, pp. 25–34, 2022, doi: 10.35706/sjmev6ì1.5775.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Engineering, MAthematics and Computer Science Journal (EMACS)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
