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Gamification of cognitive bias modification for interpretations in anxiety increases training engagement and enjoyment
Journal of Behavior Therapy and Experimental Psychiatry ( IF 2.662 ) Pub Date : 2022-02-07 , DOI: 10.1016/j.jbtep.2022.101727
Elske Salemink 1 , Suzanne R C de Jong 2 , Lies Notebaert 3 , Colin MacLeod 3 , Bram Van Bockstaele 4
Affiliation  

Background and objectives

Interpretation bias plays a crucial role in anxiety. To test the causal role and potential clinical benefits, training procedures were developed to experimentally change interpretation bias. However, these procedures are monotonous and plain, which could negatively affect motivation and adherence. The aim of this study was to make the interpretation training more engaging and enjoyable, without compromising its effectiveness, through gamification.

Methods

The training was gamified by including extrinsically and intrinsically motivating elements such as points, scores, time-pressure, fun and adaptive elements (training at an individually challenging level). A 2 (Type: Gamified vs. Standard) x 2 (Training Valence: Positive vs. Placebo) between-subjects design was used with random allocation of 79 above-average anxious individuals. Post-training, we assessed the liking and recommendation of the training task, interpretation bias (Recognition task and the Scrambled Sentence Task) and anxiety.

Results

Participants experienced the gamified training tasks as more engaging and enjoyable than the standard tasks, although it was not recommend more to fellow-students. Both positive training conditions (gamified and standard) were successful in eliciting a positive interpretation bias when assessed with the Recognition task, while only the standard positive training impacted on interpretations when assessed with the Scrambled Sentence Task. No differential effects were observed on anxiety.

Limitations

The study involved only a single-session training and participants were selected for high trait (and not social) anxiety.

Conclusions

The gamified training was evaluated more positively by the participants, while maintaining the effectiveness of eliciting positive interpretations when assessed with the Recognition task. This suggests that gamification might be a promising new approach.



中文翻译:

对焦虑解释的认知偏差修正的游戏化增加了训练的参与度和乐趣

背景和目标

解释偏见在焦虑中起着至关重要的作用。为了测试因果关系和潜在的临床益处,开发了培训程序以通过实验改变解释偏差。然而,这些程序是单调和简单的,这可能会对动机和依从性产生负面影响。本研究的目的是通过游戏化,在不影响其有效性的情况下,使口译培训更具吸引力和乐趣。

方法

培训通过包括外在和内在的激励因素,如分数、分数、时间压力、乐趣和适应性因素(在个人具有挑战性的水平上进行培训)来游戏化。使用 2(类型:游戏化与标准)x 2(训练效价:阳性与安慰剂)受试者间设计,随机分配 79 名高于平均水平的焦虑个体。训练后,我们评估了训练任务、解释偏差(识别任务和乱句任务)和焦虑的喜好和推荐。

结果

参与者体验到游戏化培训任务比标准任务更具吸引力和乐趣,尽管不向同学推荐更多。当使用识别任务进行评估时,两种积极的训练条件(游戏化和标准)都成功地引发了积极的解释偏差,而在使用加扰句子任务进行评估时,只有标准的积极训练对解释产生了影响。没有观察到对焦虑的不同影响。

限制

该研究仅涉及单次培训,并且选择了具有高特质(而非社交)焦虑的参与者。

结论

参与者对游戏化培训进行了更积极的评价,同时在通过识别任务进行评估时保持了引发积极解释的有效性。这表明游戏化可能是一种很有前途的新方法。

更新日期:2022-02-07
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