SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPORE
INVESTIGATIVE SKILLS IN SCIENCE
Heng Yee Ying Beverly
Tan Hong Yi
Group Reference: F
Type of Research:
[ ] Test a hypothesis: Hypothesis-driven research
e.g. Investigation of the antibacterial effect of chrysanthemum
[ ] Measure a value: Experimental research (I)
e.g. Determination of the mass of Jupiter using planetary photography
[ ] Measure a function or relationship: Experimental research (II)
e.g. Investigation of the effect of temperature on the growth of crystals
[ ] Construct a model: Theoretical sciences and applied mathematics
e.g. Modeling of the cooling curve of naphthalene
[ X ] Observational and exploratory research
e.g. Investigation of the soil quality in School of Science and Technology, Singapore
[ ] Improve a product or process: Industrial and applied research
e.g. Development of a SMART and GREEN energy system for households
Title: An investigation of how different genres of video games affect the heart rate of the subject
A. Question being addressed
Video games are said to affect our brains, but how do they affect our heart rate? Does different genres like Massively Multiplayer Online First-Person Shooter (MMOFPS), Hardcore MMOFPS, Simulation, Strategy or Survival cause different heart rates? Do they make us feel more relaxed, or more intense and excited?
If we change the genre of the video game, the heart rate of the subject will change.
For relatively less active video games, the subject’s heart rate would fall but for relatively more active video games, the subject’s heart rate would rise.
Genre of the video games
The subject’s heart rate
- Length of game
- Location of test
- Temperature in the room
- Lighting in the room
- Noise in the room
- Volume of game
- Brightness of the computer screen
C. Description in detail of method or procedures
- LabQuest 
- LabQuest App 
- Vernier Electrocardiography (EKG) Sensor 
- Electrode Tabs [15 per subject]
- Counter-Strike: Global Offensive (Hardcore MMOFPS Game) 
- FTL: Faster Than Light (Simulation, Strategy Game) 
- Team Fortress 2 (MMOFPS Game) 
1. Allow the subject to rest for 10 mins
2. Connect the EKG Sensor to LabQuest.
3. Attach 3 electrode tabs to the subject’s arms, as shown in Figure 1.
a. Place a single patch on the inside of the right wrist.
b. Place a single patch on the inside of the right upper forearm, distal to the elbow.
c. Place a single patch on the inside of the left upper forearm, distal to the elbow.
Fig 1. Position of electrode tabs and EKG clips
4. Connect the EKG clips to the electrode tabs as shown in Fig 1.
5. Measure the heart rate of the subject for 10 minutes.
a. Have the subject sit in a relaxed position in a chair, with his forearms resting on his legs or on the arms of the chair.
b. Start collecting data only when the subject is properly positioned.
6. Start the selected game.
7. Measure the heart rate of the subject for 10 minutes.
8. Save the graph.
9. Change the electrode tabs.
10. Create a new graph and start the next game.
11. Repeat Steps 6-8 for every game played.
12. Repeat Steps 1-9 to ensure the reliability of the results.
13. Repeat Steps 1-11 and on different subjects.
Risk and Safety
Subject’s eyesight might deteriorate if he games for a long period of time
Do not let the subject game for a long time (only 10 minutes per game, rest after 30 minutes)
Subject may experience discomfort after playing
Make sure the subject is feeling well during and after gaming
Subjects neck may ache
Make sure that the subject does neck exercises before and after the test
1. Print the graphs out with the y-axis 0.5≤y≤5.
2. Put the highest and lowest point of the graphs in a table
3. Compare the 4 graphs and see if there are changes in the heart rate.
4. Repeat with the other subject’s graphs.
Drachen, A., Nacke, L. E., Yannakakis, G., and Pedersen, A. L. (2010). Correlation between heart rate, electrodermal activity and player experience in first-person shooter games. In Proceedings of the 5th ACM SIGGRAPH Symposium on Video Games (pp. 49-54). ACM.
Frijda, N. H. (1986). The Emotions. Cambridge University Press.
Mandryk, R.L., Inkepn, K.M. and Calvert. W. (2006). Using psychophysiological techniques to measure user experience with entertainment technologies. In Behavior & Information Technology. ACM
Prensky, M. (2005). Computer games and learning: Digital game-based learning. Handbook of computer game studies, 18, 97-122.