![]() In addition, a one-way ANOVA revealed that, for the game with infinite navigation, participants in a standing position felt stronger presence than those who were sitting or half-sitting, whereas no significant difference was found between the sitting and half-sitting positions. However, there was no main effect for game type, nor was there an interaction between body position and game type. A two-way ANOVA yielded a main effect for body position, with the sense of presence significantly higher for a standing position than for a half-sitting position. ![]() In this regard, we compared three body positions (standing, sitting, and half-sitting) in two types of virtual reality (VR) game with different degrees of freedom in navigation (finite and infinite) to explore the association between body position and the sense of presence in VEs. In particular, little is known about how physical self-positioning may affect the cognitive process of perceptual responses in a virtual environment (VE). However, the influence of body position on these cognitive functions is still not fully understood. Previous research has suggested that cognitive functions such as execution, attention, memory, and perception differ when body position changes. In conclusion, this autoethnography uses the concept of the cyborg to map the connections between embodied experience symbolic, sensory potential of digital devices and intersectional identities. Articulating the shifting privileges I enjoy in the form of economic stability and linguistic competency prevents fetishizing the digital and avoids technological determinism. By joining my body with a digital device, that is, becoming a cyborg, I explain how my experiences of marginalization are qualitatively modified. The narratives presented here center intersectionality by exploring the racialized and gendered dimensions of my immigrant experience in the United States by focusing on how my brown, female body processes/filters everyday microaggressions through my smartwatch. As I contemplate various moments during which my foreign body (by virtue of being an immigrant) relies on another foreign body (smartwatch) to feel at “home” in spaces ranging from hostile to uncomfortable, I articulate how the status of the wearable shifts from that of an accessory to an intimate interface. This critical cyber-autoethnography delves into the processes of adopting a wearable device, specifically a smartwatch. Consequently, this study suggests the possible use of the game to maintain and develop our cognitive functioning, especially for aged adults. Several reasons were addressed for explanation of cognitive enhancement of the early middle-aged group in TOL. ![]() It indicates that the game effect on cognitive abilities was modulated by age and depended on types of cognitive functioning. There were no signficant different performancs in the young-aged game and non-game groups, while the early middleaged group showed superior performance in TOL compared to the early middle-aged non-game group. Cognitive abilities of the experimental groups were measured with Spatialmemory Span Task (SST), Attentional Network Task (ANT), Tower of London Task (TOL), and Balloon Analogue Risk Task (BART). We recruited the young- and early middle-aged participants having game experience or no game experience to compare the game effect according to age. This study was designed to investigate the potential effect of game on cognitive enhancements interacting with participants’ age. As cognitive deteriorations begin already in the early stage of middle-aged people, it is crucial to prevent those cognitive deteriorations in advance. A discussion of potential pitfalls is also included, as well as possible paths forward to consistently ensure impact.Ĭognitive functioning is essential for living a life, in particular, to aged adults. Game design elements that have been proposed to support these learning objectives are reviewed, along with the underlying psychological constructs that these elements rest upon. Such challenges include the need to: (1) Maintain high motivation given that learning typically requires long-term training regimens, (2) Ensure that the content or skills to be learned are indeed mastered in the face of many possible distractions, and (3) Produce knowledge transfer beyond the proximal learning objectives. ![]() This expanding literature highlights the extraordinary power of video games as a potential medium to train brain functions, but also the remaining challenges that must be addressed in developing games that truly deliver in terms of learning objectives. Over the past 20 years, the proposal that immersive media, such as video games, can be leveraged to enhance brain plasticity and learning has been put to the test. ![]()
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