Ben U Cowley

University of Helsinki, Institute of Behavioural Sciences, Cognitive Science Unit, Docent

University of Helsinki, Cognitive Brain Research Unit, Visiting Researcher

Followers

231

Following

Co-authors

Public Views

Ben Cowley received his Bachelors degree on Information and Communications Technology from Trinity College Dublin, Ireland, in 2003. Subsequently he defended his PhD in Computer Science at the University of Ulster, Northern Ireland, in 2009. In 2015, Cowley was awarded the title of Docent (Adjunct Professor) of Cognitive Science by University of Helsinki. Initial post-doctoral projects studied the psycho-physiological correlates of learning in serious games, at the Centre for Knowledge Innovation and Research at Aalto University, Helsinki
Supervisors: Darryl Charles, Niklas Ravaja, Christina M. Krause, Kai Puolamäki, and Minna Huotilainen
Address: Haartmaninkatu 1D, 00290 Helsinki

less

Galen Strawson

The University of Texas at Austin

Diane Pecorari

University of Leeds

Steven Pinker

Harvard University

Michael Spivey

University of California, Merced

Andreas Umland

National University of "Kyiv-Mohyla Academy"

David Pierre Leibovitz

Carleton University

Eric S . Kim (UBC)

University of British Columbia

David Seamon

Kansas State University

Shaun Gallagher

University of Memphis

Joaquín Marín

Universidad de Sevilla

InterestsView All (18)

Uploads

Papers by Ben U Cowley

The Effect of Reflection on Learning in a Serious Game Activity

ABSTRACT In a study on learning in serious games, 45 players were tested for topic-comprehension ... more ABSTRACT In a study on learning in serious games, 45 players were tested for topic-comprehension by a questionnaire administered before and after playing the serious game Peacemaker (Impact Games 2007). This single-player game is designed to raise awareness of the Israel- Palestine conflict. Players were divided into two activity conditions: 20 played a 1 hour game on their own with a 3 minute half-time break to complete some affect self-report items; 25 played their game in the same room as 1 or 2 other players, and at the break the group participated in a 20 minute discursive reflection session. During this session, they were asked by an experimenter to discuss a set of topics related to the game they had just played. We present the analysis of the questionnaires, which illustrates the effect that the reflection period had on the players and their learning performance.

Arousing learning: a psychophysiological classifier for real-time emotion recognition in technology enhanced learning environments

We report on the PsychoPhysiological Assessment Component which measures the emotional/psychologi... more We report on the PsychoPhysiological Assessment Component which measures the emotional/psychological state of serious game players, to support their competence development within a novel Technology Enhanced Learning (TEL) platform. We describe the methods used to build and validate the emotional-state Naive Bayes classifier (NBC). Our approach is tested in two experiments. In the first experiment, participants had to perform emotional-elicitation tasks and we achieved an arousal classification accuracy of ~92%. In the second experiment, participants were asked to play the TEL serious game and we achieved an arousal classification accuracy of ~68%. The results show that our arousal classification system, based on a simple set of sensors, can provide a real-time index of what can be considered a baseline measure of the player’s capacity to learn: in a state of increased arousal/activation, the potential to learn is higher.

Learning When Serious: Psychophysiological Evaluation of a Technology-Enhanced Learning Game

ABSTRACT We report an evaluation study for a novel learning platform, motivated by the growing ne... more ABSTRACT We report an evaluation study for a novel learning platform, motivated by the growing need for serious game assessment methods. The method was a laboratory experiment combining evaluation methods from the fields of learning assessment and psychophysiology. 15 participants used the TARGET game platform for 25 minutes, while biosignals ECG, EDA and fEMG were recorded. Learning was scored using pre- and post-test question-based assessments Repeated-measures analysis with Generalised Estimating Equations was used to predict scores by tonic psychophysiological data. Results indicate some learning effect, plus a relationship between mental workload (indexed by ECG) and learning. We conclude that the best quality of insight is afforded by the combination of subjective self-report and objective psychophysiology.

Assessment of the Emotional State by Psycho-physiological and Implicit Measurements

ABSTRACT The ongoing assessment in a digital educational game is a prerequisite for providing in-... more ABSTRACT The ongoing assessment in a digital educational game is a prerequisite for providing in-game adaptations aiming to enhance the learner´s current emotional state. Our assessment procedure combines the results of two modalities: i) by interpreting the learner´s interactions with the virtual environment, and ii) by psychophysiological patterns covered by facial electromyography and electrodermal activity. The combination of signals and indicators is described separately for each modality and completed by details on the interpretation of the results, based on intrapersonal comparisons. Finally, we outline how to integrate the results of both modalities into a single value that indicates the current emotional state. We conclude with a short description of how we will validate the overall assessment procedure

Learning in balance: Using oscillatory EEG biomarkers of attention, motivation and vigilance to interpret game-based learning

Cogent Education, 2014

Motivated by the link between play and learning, proposed in literature to have a neurobiological... more Motivated by the link between play and learning, proposed in literature to have a neurobiological basis, we study the electroencephalogram and associated psychophysiology of "learning game" players. Forty-five players were tested for topic comprehension by a questionnaire administered before and after solo playing of the game Peacemaker (Impact Games 2007), during which electroencephalography and other physiological signals were measured. Play lasted for one hour, with a break at half time. We used the Bloom taxonomy to distinguish levels of difficulty in demonstrated learning-with the first five levels assigned to fixed questions-and "gain" scores to measure actual value of demonstrated learning. We present the analysis of the physiological signals recorded during game play and their relationship to learning scores. Main effects related to biomarkers of vigilance and motivation-including decreased delta power and relatively balanced fronto-hemispheric alpha powerpredicted learning at the analysed Bloom levels. Results suggest multiple physiological dispositions that support on-task learning styles, and highlight the utility of the psychophysiological method for interpreting game-based learning evaluations.

Ben U Cowley

Uploads

Papers by Ben U Cowley

Log In