  For serious games on education, understanding the effectiveness of different
learning methods in influencing cognitive processes remains a significant
challenge. This study investigates the impact of serious games on graph
structure learning. For this, we compared our in-house game-based learning
(GBL) and video-based learning (VBL) methodologies by evaluating their
effectiveness on cognitive processes by oxygenated hemoglobin levels using
functional near-infrared spectroscopy (fNIRS). We conducted a 2 x 1 between
subjects preliminary study with twelve participants, involving two conditions:
game and video. Both groups received equivalent content related to the basic
structure of a graph, with comparable session lengths. The game group
interacted with a quiz-based game, while the video group watched a pre-recorded
video. The fNIRS was employed to capture cerebral signals from the prefrontal
cortex, and participants completed pre- and post- questionnaires capturing user
experience and knowledge gain. In our study, we noted that the mean levels of
oxygenated hemoglobin were higher in the GBL group, suggesting the potential
enhanced cognitive involvement. Our results show that the lateral prefrontal
cortex (LPFC) has greater hemodynamic activity during the learning period.
Moreover, knowledge gain analysis showed an increase in mean score in the GBL
group compared to the VBL group. Although we did not observe statistically
significant changes due to participant variability and sample size, this
preliminary work contributes to understanding how GBL and VBL impact cognitive
processes, providing insights for enhanced instructional design and educational
game development. Additionally, it emphasizes the necessity for further
investigation into the impact of GBL on cognitive engagement and learning
outcomes.
