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  • As we get really proficient at a video game, our brain changes as we are playing it.

  • It is not the same when you fist learn the game and when you are an expert and you play it,

  • the brain activity is not the same. In fact, there is even less brain activity once you

  • are an expert. You kind of make everything automotized and easier. So we are studying

  • how that process unfolds in the brain. But then, even more interesting I think, we are

  • studying how your brain activity when you first come into the lab, before you have not

  • even played the game at all, how much that can predict your future improvement in the

  • game and your future improvement at other things like whether your memory improves or

  • your reaction time improves outside of the game.

  • So the game is a really boring old game that was invented here at the University of Illinois

  • in the 1980s to study some basic cognitive tasks like memory and reaction time.

  • So you have to fly around this space environment. And if you have every played those types of

  • games, you know that they are hard and your plane goes flying around. So lots of the early

  • learning is subjects learning to control this ship in space. But then, at the same time,

  • we have some other tasks that are embedded in the game. So there are these complex processes

  • that are kind of built on top of this basic flying game. They play the game for their

  • first couple of times with EEG on -- with a full head of EEG on. We can control each

  • individual aspect and we know the exact milisecond where things come of the screen, which allows

  • us to time-lock our EEG data so we can find exactly which type of brainwaves or brain

  • activity were happening. So we get their brain activity when they are first learning to play

  • the game. And then they play the game for twenty hours over the next month. And then

  • we bring them back and we compare how much they have improved during that training and

  • go back to the first set of brain activity and try to make some predictions.

  • What we found that was really interesting is that people that learning the play the

  • game the fastest, they had the most alpha oscillations - alpha waves - when they first

  • played the game. Alpha waves are a particular type of brain aciticity where big groups of

  • your neurons fire together in snychromy, then times every second. The people that improve

  • had more power alpha waves. So it was not that they were happening faster. It is that

  • they had bigger groups of neurons that were all firing together and going off together.

  • So maybe their brain was more coordinated in its alpha.

  • Even not when they are playing -- so we bring them into the lab and have them do some other

  • unrelated tasks on the side that are not even the game -- and we can use their alpha waves

  • from that side task, before they have even played the game at all, to predict how fast

  • they will learn this game.

  • The first EEG finding in the 1930s that Hans Berger put EEG on his son and found that,

  • when his son closed his eyes or stopped paying attention, that this alph activity would go

  • up; there would be more peaks, ten times every second. And so that was thought of as kind

  • of just the idling process of the brain. But it has come to be found in many more brain

  • areas that this is a more controlled kind of inhibition. So it is not just an "off"

  • that happens whenever you are not doing anything. But you can selectively chose which parts

  • of your brain to inhibit with these alpha oscillations.

  • We did not try to predict who would be the best when they were done playing.

  • We were not able to predict that as well. What we are able to predict is kind of the slope that

  • people learn. So we do not know where people are going to end up after a certain amount

  • of time. We just know the tragectory they are going to take to get there -- which is

  • perhaps more interesting. Because the endpoint is probably just a function of different people's

  • learning slopes. But the real difference is, can you learn it in a second or does it take

  • you a little longer? That is what educators and trainers and the military would want to

  • know more about -- which are the people can get it in a second and which are the people

  • that you need to draw out the training a little bit more.

  • Another interesting thing is that it has become clear that you can give people feedback in

  • real-time about their alpha; which is something we have not done here but something we want

  • to try. So you can measure their alpha and then tell them how much they have and say,

  • "Okay, increase it." And they do not necessarily know how to increase it. But they will try

  • something. And if it works, you will give them feedback and slowly you can get them

  • to boost up or dampen their alpha. And we might try to do this when people first start

  • playing a game and see if we can manipulate their future learning. Which would be really

  • cool is you can really change people's proficiency to play a game just by boosting how they go

  • into it that first time. That would be really amazing.

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A2 初級

アルファ脳波がビデオゲーム学習を予測 (Alpha Brain Waves Predict Video Game Learning)

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    Precious Annie Liao に公開 2021 年 01 月 14 日