Perceived Stress and Cfognition Function Quantification in a Scary Video Game: An Electroencephalogram Features and Biochemical Measures
Bibliographic record
Abstract
Introduction: Video games affect the stress system and cognitive abilities in different ways. Here, we evaluated electrophysiological and biochemical indicators of stress and assessed their effects on cognition and behavioral indexes after playing a scary video game. Methods: Thirty volunteers were recruited into two groups as control and experimental. The saliva and blood samples were collected before and after intervention (watching/playing the scary game for control and experimental groups respectively). To measure cortisol and salivary alpha-amylase (sAA) levels, oxytocin (OT), and brain-derived neurotrophic factor (BDNF) plasma levels, dedicated ELISA kits were used. Electroencephalography recording was done before and after interventions for electroencephalogram (EEG)-based emotion and stress recognition. Then, the feature extraction (for mental stress, arousal, and valence) was done. Matrix laboratory (MATLAB) software, version 7.0.1 was used for processing EEG-acquired data. The repeated measures were applied to determine the intragroup significance level of difference. Results: Scary gameplay increases mental stress (P<0.001) and arousal (P<0.001) features and decreases the valence (P<0.001) one. The salivary cortisol and alpha-amylase levels were significantly higher after the gameplay (P<0.001 for both). OT and BDNF plasma levels decreased after playing the scary game (P<0.05 for both). Conclusion: We conclude that perceived stress considerably elevates among players of scary video games, which adversely affects the emotional and cognitive capabilities, possibly via the strength of synaptic connections, and dendritic thorn construction of the brain neurons among players. Highlights: The mental stress level increases in players of scary video games.The salivary cortisol and alpha-amylase levels are significantly higher after the scary gameplay.Plasma levels of oxytocin and brain-derived neurotrophic factor decrease after the scary gameplay.The arousal and valence features increase in players of scary video game.Cognitive capabilities are adversely affected by the scary gameplay. Plain Language Summary: Nowadays, video games have become an important part of human life at different ages. Therefore, assessing their effects (improving and/or damaging) on cognition and behavior is important for understanding how they affect the nervous system. The results of such studies can be used to design a variety of games in the future in a way that minimizes the harmful side effects of video games on human cognitive functions and maximizes their beneficial effects.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".