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Learning, Attentional Control, and Action Video Games
Abstract
While humans have an incredible capacity to acquire new skills and alter their behavior as a result of experience, enhancements in performance are typically narrowly restricted to the parameters of the training environment, with little evidence of generalization to different, even seemingly highly related, tasks. Such specificity is a major obstacle for the development of many real-world training or rehabilitation paradigms, which necessarily seek to promote more general learning. In contrast to these typical findings, research over the past decade has shown that training on 'action video games' produces learning that transfers well beyond the training task. This has led to substantial interest among those interested in rehabilitation, for instance, after stroke or to treat amblyopia, or training for various precision-demanding jobs, for instance, endoscopic surgery or piloting unmanned aerial drones. Although the predominant focus of the field has been on outlining the breadth of possible action-game-related enhancements, recent work has concentrated on uncovering the mechanisms that underlie these changes, an important first step towards the goal of designing and using video games for more definite purposes. Game playing may not convey an immediate advantage on new tasks (increased performance from the very first trial), but rather the true effect of action video game playing may be to enhance the ability to learn new tasks. Such a mechanism may serve as a signature of training regimens that are likely to produce transfer of learning.
... On considère que l'attention descendante facilite l'apprentissage (Cardoso-Leite et Bavelier, 2014). De plus, plusieurs recherches ont démontré les avantages des jeux vidéo d'action en 3D en milieu éducatif, notamment sur l'amélioration de la concentration et la motivation (Bediou et al., 2018 ;Blaesius et Fleck, 2015 ;Franceschini et al., 2013 ;Franceschini et al., 2017 ;Green et Bavelier, 2012 ;Rello et al., 2015). Franceschini et al. (2013Franceschini et al. ( , 2017 ajoutent que l'usage des jeux vidéo d'action en 3D à une incidence positive sur la vitesse de lecture d'élèves dyslexiques. ...
... Top-down attention is considered to facilitate learning (Cardoso-Leite & Bavelier, 2014). In addition, several studies have demonstrated the benefits of 3D Action Video Games in educational settings, in particular on improving concentration and motivation (Bediou et al., 2018;Blaesius & Fleck, 2015;Franceschini et al., 2013;Franceschini et al., 2017;Green & Bavelier, 2012;Rello et al., 2015). Franceschini et al. (2013Franceschini et al. ( , 2017 add that the use of 3D Action Video ...
... Plusieurs auteurs font remarquer qu'il y a plusieurs types de jeu sérieux, et que le JVAS en 3D est celui qui est le mieux adapté au transfert de connaissances (Bediou et al., 2018 ;Dale et Shawn Green, 2017 ;Green et Bavelier, 2012 ;Green et Seitz, 2015 ;Franceschini et al., 2017 ;Nava et al., 2020). De plus, l'étude de Dale et al. (2020) ...
The study aims to understand and model knowledge relating to the design of personalized software for learning to read, dedicated to children who present dyslexic symptoms and attention deficit. Subsequently, it aims to evaluate the software created on its effectiveness for adaptive teaching according to the student’s profile.
According to Cardoso-Leite and Bavelier (2014), 3D Action Video Games improve top-down attention. Top-down attention is intentional and corresponds to the individual’s internal factors, including their knowledge and goals (Katsuki & Constantinidis, 2014). Top-down attention is considered to facilitate learning (Cardoso-Leite & Bavelier, 2014). In addition, several studies have demonstrated the benefits of 3D Action Video Games in educational settings, in particular on improving concentration and motivation (Bediou et al., 2018; Blaesius & Fleck, 2015; Franceschini et al., 2013; Franceschini et al., 2017; Green & Bavelier, 2012; Rello et al., 2015). Franceschini et al. (2013, 2017) add that the use of 3D Action Video Games has a positive impact on the reading speed of dyslexic students.
Our initial hypotheses are as follows: firstly, it is possible to create an educational 3D action video game while maintaining user motivation, secondly, the integration of a serious dimension personalized to the student into the game increases reading speed and decreases the number of errors during a calibrated reading test. In order to simplify the understanding of this document, we use the term “Serious Action Video Game” to name the educational object that will be created and evaluated.
The research project aims firstly to develop a cognitive computer system adapted to the target audience. Secondly, it aims to integrate the serious elements proposed in a copy of the system. And finally, to evaluate the software in a natural environment to validate its effectiveness.
... In recent years, the rapid integration of digital devices into daily life has significantly reshaped the environments in which children develop, prompting concerns over their impact on cognitive growth [1][2][3][4][5]. While early and frequent exposure to digital devices, such as smartphones, tablets, and computers, has been hailed for offering cognitive enhancements, a growing body of evidence suggests that great exposure may also carry substantial risks [6][7][8]. ...
... Increased cognitive demands from multitasking and rapid information processing associated with digital media can elevate BDNF expression, thereby influencing neural connectivity and plasticity. Such a mechanism suggests a way that digital device usage could enhance cognitive functions such as visual-spatial skills [5,32]. However, the same mechanisms that potentially enhance certain cognitive abilities can also lead to negative outcomes. ...
... One of the primary positive effects noted in the literature is the enhancement of visuospatial skills. Studies have shown that video games, particularly those requiring spatial navigation, hand-eye coordination, and rapid processing of visual information, can significantly improve visuospatial abilities in children [5]. These skills are crucial for success in various academic and everyday tasks, such as reading maps, understanding graphs, and navigating physical spaces. ...
Citation: Clemente-Suárez, V.J.; Beltrán-Velasco, A.I.; Herrero-Roldán, S.; Rodriguez-Besteiro, S.; Martínez-Guardado, I.; Martín-Rodríguez, A.; Tornero-Aguilera, J.F. Digital Device Abstract: The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.
... Estudos demonstram que jogos digitais podem melhorar habilidades cognitivas, afetivas ISSN 1807-8931 temática e comportamentais em crianças e adolescentes, neurotípicos ou com distúrbios do neurodesenvolvimento, como o TDAH (Amon;Campbell, 2008;Bavelier et al., 2011;Alves;Bonfim, 2016;Ramos et al., 2018;Pimentel et al., 2021). Esses jogos capturam a atenção dos estudantes, facilitando o aprendizado, aumentando a motivação, melhorando a concentração e promovendo habilidades cognitivas e comportamentais (Green;Bavelier, 2012;Granic;Lobel;Engels, 2014;Ahmadi;Mitrovic;Najmi, 2015;Colder Carras et al., 2018). ...
... Para ilustrar a aplicação do método de análise de conteúdo e seu impacto prático, utilizou-se a entrevista com Shawn Green, pesquisador da área de jogos digitais para desenvolvimento cognitivo (Green;Bavelier, 2012;Green et al., 2018). Focando na interação entre jogos digitais de ação e cognição, a discussão proporcionou conhecimentos, unidades de informação, categorias e códigos para a análise de conteúdo. ...
... • Habilidades cognitivas e perceptivas: Jogos de ação melhoram memória de trabalho, atenção seletiva, multitarefa e sensibilidade ao contraste, com melhorias significativas em jogadores regulares (Green;Bavelier, 2012). ...
Este artigo explora o segundo estudo de uma pesquisa de doutorado que adota o Design Science Research (DSR) como método. O foco foi desenvolver um Guia Didático para orientar professores da educação básica na incorporação de jogos digitais no ensino de estudantes com Transtorno do Déficit de Atenção e Hiperatividade (TDAH). O estudo inicial envolveu uma revisão da literatura e análise de entrevistas com especialistas, iden-tificando lacunas entre teoria e prática educacional. O Guia fornece diretrizes práticas para integrar jogos digitais no ensino, visando desenvolver habilidades cognitivas, afeti-vas e comportamentais dos estudantes. Sua construção foi iterativa e incremental, baseada na revisão da literatura e na análise de conteúdo das entrevistas. Os estudos subsequentes incluem a validação do Guia por especialistas, a capacitação de professores em oficinas e a observação de professores utilizando o Guia em sala de aula para garantir seu aprimoramento contínuo.
... This improvement is observed irrespective of the group, suggesting that the training is effective even in children in the general population. These results are consistent with existing literature, which indicates that SGs and AVGs generally facilitate learning and improve the specific competencies underlying the use of such games [38]. ...
... Moreover, these games demand the ability to identify task-relevant information and suppress irrelevant information. For instance, enhancements in visuospatial and visual attention skills have been extensively reported in the literature following the use of action-video games [38]- [40]. Our results are in line with these findings. ...
... Overall, the findings of our study are aligned with existing evidence, revealing improvements in all those skills that are specifically needed to play an action-video game (Auditory Attention, Visual Attention, Inhibition, and Switching). Improvements in attentional control can have broader and cascading positive effects on everyday life, enhancing individuals' abilities to adapt more flexibly to new situations and to learn new skills more quickly [38]. With respect to this, an interesting meta-analysis [46] shows the existence of a general improvement in the speed of processing visual stimuli in action video-game users, without a corresponding decrease in accuracy in rapid response and inhibition tasks or working memory. ...
Although it is increasingly common to use digital games for the cognitive training, to date there is still a need for more studies of the effectiveness of neuropsychological treatments based on digital games, especially for populations with Specific Learning Disorders (SLDs). This study aims to present the effectiveness of Eye-Riders, a serious game developed to train executive functions in neurodiverse children. A group of 41 children (age range 7–9 years) participated in the study: 13 with SLDs and 28 with typical development. The training consisted in playing Eye-Riders in 9 sessions of 20 minutes each, with a frequency of 3 times a week for three weeks. The effectiveness of the training was assessed by means of the Nepsy-II battery of executive and attentional function scales, administered before and after the training. The gaming style was measured by Gaming Style Questionnaire (GSQ). The results showed significant improvement in the skills of Auditory Attention, Visual Attention, Inhibition and Switching in both groups. These results had a positive impact in reading abilities. In addition, the results reveal that in children with SLD, the improvement achieved in visual attention skills can be attributed to the improvement in game performance. In conclusion, Eye-Riders is an effective video game to of executive functions in neurodivergent children.
... Video games offer an interactive experience that often demands constant player attention and engagement, depending on the specific type of video game [58][59][60]. Action video games, in particular, seems to benefit attention, with a plethora of studies demonstrating a positive relationship [61][62][63][64][65][66][67]. Action video games exhibit an interesting, sex-related effect on attention, with women benefiting more from playing such games than men [68]. ...
... Additionally, recognizing and identifying an opponent before engagement is key to effective performance. These requirements underscore the need for high levels of both reaction speed and attentional speed when playing FPS and action games [61,62,144,145]. The findings from the present study align with these observations, as evidenced by the significant associations between AGS and attentional speed, and the positive correlations between AGS and both attentional and psychomotor speed. ...
The cognitive and affective impacts of video games are subjects of ongoing debate, with recent research recognizing their potential benefits. This study employs the Gaming Skill Questionnaire (GSQ) to evaluate participants’ gaming skills across six genres and overall proficiency. A total of 88 individuals aged 20–40 participated, completing assessments of empathy and six cognitive abilities: verbal short-term memory, verbal working memory, visuospatial short-term memory, visuospatial working memory, psychomotor speed (hand–eye coordination), and attention. Participants’ cognitive abilities were examined using the Digit Span Test, Corsi Block Test, and Deary–Liewald Reaction Time Task, while empathy was assessed using the Empathy Quotient Questionnaire. Findings indicate that higher levels of videogaming proficiency are linked to improvements in visuospatial short-term and working memory, psychomotor speed, and attention. Specific genres enhanced particular skills: RPGs were positively associated with both verbal working memory and visuospatial short-term memory, but were negatively associated with empathy; action games improved psychomotor speed and attention; and puzzle games showed a positive relationship with visuospatial working memory. These results add to ongoing research on the cognitive and affective effects of video games, suggesting their potential to enhance specific cognitive functions. They also highlight the complex relationship between video games and empathy. Future research should explore the long-term impacts and genre-specific effects.
... Prior studies have found that computer-based training or games may enhance cognitive functions associated with wayfinding (Green & Bavelier, 2003;Law et al., 2022), and possibly motor skills (Castel et al., 2005). In a more general sense, studies suggest that game-like interventions can enhance cognitive functions or manage cognitive impairment in older adults (Kelly et al., 2021), and promote general learning (Green & Bavelier, 2012). However, findings regarding transfer of learning, the ability to apply skills learned in a gaming or training context to real-world scenarios (Barnett & Ceci, 2002), has been limited in studies of "brain training" interventions (Owen et al., 2010). ...
... This was also suggested by the ratings of higher workload among those in the VR group. It is possible that the VR training intervention promoted more spatial learning (Meade et al., 2019;Parong et al., 2020), similar to what had been found for action video games (Green & Bavelier, 2012). Although the VR training intervention was not specifically created as a game and lacked some key elements recommended for fostering engagement and the appropriate level of cognitive load (Pasqualotto et al., 2023), it probably enhanced engagement through the sense of spatial presence (Kalantari et al., 2023) and induced cognitive load through tasks related to navigation and the use of teleportation controls. ...
Objective. Evaluate the feasibility of Virtual Reality (VR) wayfinding training with aging adults, and examine the impact of the training on wayfinding performance. Design. Design involved wayfinding tasks in a study with three groups: active VR training, passive video training, and no training, assigned randomly. The training featured 5 tasks in a digital version of a real building. Post-training assessments had 10 tasks in this building, half familiar from training and half new. The study was double-blinded, with each intervention lasting 10 minutes. Participants. A convenience sample of 49 participants; inclusion criteria: age >58, unfamiliar with the building; exclusion criteria: mobility or vision impairments, history of motion sickness, or medical implants. Outcomes. Time spent and Distance traveled on each wayfinding task with a fixed 10-min limit. Results. Participants in VR group reported moderate usability (63.82, SD=14.55) with respect to the training intervention and high Self Location (3.71, SD=0.94). There were no differences in task performance among the groups in the similar tasks. In the new tasks, compared to the control condition, Time spent on tasks was marginally significantly reduced in the VR group; Distance traveled to finish tasks was also reduced in the VR group, and marginally significantly reduced in the Video training group. No differences were found between VR and Video conditions. No adverse effects were reported during or post intervention. Conclusions. This study provides preliminary evidence that VR training can effectively improve wayfinding performance in older adults with no reported adverse effect.
... Both can occur when a training induces neuronal plasticity, however, transfer effects to other functions are generally welcome in rehabilitation settings (e.g., a specific training leads to better daily-life performance), while interference effects should be minimized (e.g., two therapeutical interventions interfere and, thereby, hinder each other's effects) (55). Motor-cognitive exergames, in contrast to single cognitive trainings, have been shown to produce transfer effects to untrained cognitive functions (100). A possible mechanism of this success may be that by exergaming, the trainee learns/trains how to learn, which then improves coping with new tasks in daily life (100). ...
... Motor-cognitive exergames, in contrast to single cognitive trainings, have been shown to produce transfer effects to untrained cognitive functions (100). A possible mechanism of this success may be that by exergaming, the trainee learns/trains how to learn, which then improves coping with new tasks in daily life (100). Furthermore, integrated motor-cognitive tasks such as exergames may avoid interference effects as the motor and cognitive sub-tasks share one goal, which is why none of them has to be prioritized [such as in a classical dual-task, (19)]. ...
Background: Coping with residual cognitive and gait impairments is a prominent unmet need in community-dwelling chronic stroke survivors. Motor-cognitive exergames may be promising to address this unmet need. However, many studies have so far implemented motor-cognitive exergame interventions in an unstructured manner and suitable application protocols remain yet unclear. We, therefore, aimed to summarize existing literature on this topic, and developed a training concept for motor-cognitive exergame interventions in chronic stroke.
Methods: The development of the training concept for personalized motor-cognitive exergame training for stroke (PEMOCS) followed Theory Derivation procedures. This comprised (1.1) a thorough (narrative) literature search on long-term stroke rehabilitation; (1.2) a wider literature search beyond the topic of interest to identify analogies, and to induce creativity; (2) the identification of parent theories; (3) the adoption of suitable content or structure of the main parent theory; and (4) the induction of modifications to adapt it to the new field of interest. We also considered several aspects of the “Framework for Developing and Evaluating Complex Interventions” by the Medical Research Council. Specifically, a feasibility study was conducted, and refining actions based on the findings were performed.
Results: A training concept for improving cognitive functions and gait in community-dwelling chronic stroke survivors should consider the principles for neuroplasticity, (motor) skill learning, and training. We suggest using a step-based exergame training for at least 12 weeks, 2–3 times a week for approximately 45 min. Gentile's Taxonomy for Motor Learning was identified as suitable fundament for the personalized progression and variability rules, and extended by a third cognitive dimension. Concepts and models from related fields inspired further additions and modifications to the concept.
Conclusion: We propose the PEMOCS concept for improving cognitive functioning and gait in community-dwelling chronic stroke survivors, which serves as a guide for structuring and implementing motor-cognitive exergame interventions. Future research should focus on developing objective performance parameters that enable personalized progression independent of the chosen exergame type.
... This process engages higher-level visual pathways and working memory (see Knudsen, 2007 [34], for a review). An open question remains: do high-level training tasks that target high-level cortical processing, such as video game tasks [35,36] or attention-based tasks [13], also induce functional changes in early visual cortex, such as V1? ...
Background: Amblyopia is a neurodevelopmental disorder of vision, commonly caused by strabismus or anisometropia during early childhood. While studies demonstrated that perceptual learning improves visual acuity and stereopsis in adults with amblyopia, accompanying changes in visual cortical function remain unclear. Methods: We measured functional magnetic resonance imaging (fMRI) responses before and after perceptual learning in seven adults with amblyopia. Our learning tasks involved dichoptic high-attention-demand tasks that avoided V1 function-related tasks and required high-level cortical functions (e.g., intraparietal sulcus) to train the amblyopic eye. Results: Perceptual learning induced low-level visual cortical function changes, which were strongly associated with the etiology of amblyopia and visual function improvements. Anisometropic amblyopes showed functional improvements across all regions of interest (ROIs: V1, V2, V3, V3A, and hV4), along with improvements in visual acuity and stereoacuity. In contrast, strabismic amblyopes showed robust improvements in visual cortical functions only in individuals who experienced significant gains in visual acuity and stereoacuity. Notably, improvements in V1 functions were significantly correlated with the magnitude of visual acuity and stereoacuity improvements when combining both anisometropic and strabismic amblyopes. Conclusions: Our findings provide evidence that learning occurs in both high-level and low-level cortical processes. Our study suggests that early intervention to correct eye alignment (e.g., strabismus surgery) is critical for restoring both visual and cortical functions in strabismic amblyopia.
... Autores como Green & Bavelier (2012) han explorado cómo los videojuegos afectan las habilidades cognitivas de los jugadores, destacando que ciertos tipos de juegos pueden mejorar la atención visual y las habilidades espaciales. Por otro lado, investigaciones como las de Bushman & Anderson (2023) indican que muchas organizaciones profesionales y científicas se han pronunciado sobre los efectos nocivos de los medios violentos en niños y adolescentes. ...
Este artículo realiza un análisis crítico de los videojuegos Narcos: Cartel Wars y CrisTales, ambos ambientados en Colombia, considerando la conformación de la condición juvenil a través del consumo de videojuegos. Narcos se centra en el narcotráfico, mostrando asociaciones con la guerra y la violencia, mientras que CrisTales destaca por su estética femenina, con énfasis en los paisajes y la cultura colombianos, evocando una experiencia de juego fantástica y colorida. La condición juvenil se explora desde una perspectiva de género, considerando la separación de las dimensiones femenina y masculina, que se basan en la conexión emocional y estética de los jóvenes con los videojuegos. Además, se destaca la importancia de los videojuegos en la formación cultural y social de los jóvenes, ofreciendo medios para explorar narrativas complejas y expresar identidades.
... A comprehensive understanding of learning is crucial, as it encompasses more than just absorbing information; it involves adapting to changes and fostering growth. This Miftahul Jannah et al. / Development of PBL-Based Student Worksheets to Improve Collaborative Skills on the Effect of Environmental Temperature on Body Temperature Material perspective emphasizes the importance of creating conditions that enhance student achievement and build a strong foundation of character and resilience for navigating challenges, both now and in the future (Ambrose et al., 2010;Green & Bavelier, 2012). Learning goes beyond memorization; it involves connecting ideas, integrating past and new knowledge, encouraging independent and critical thinking, and applying knowledge in diverse contexts. ...
In the context of contemporary education, learning tools are a crucial factor in facilitating adaptive, creative and student-centered learning to meet expected and desired learning outcomes and skills. This study aimed to produce PBL-based student worksheets on the effect of environmental temperature on body temperature that is suitable for in science learning activities and to find out their practicality to improve students' collaborative skills. This research and development (RD) study used the Four D model (define, design, development, and disseminate). The feasibility and practicality of student worksheets were known to four experts, six teachers, and 17 students. Testing the feasibility and practicality of PBL-based student worksheet to improve students' collaborative skills was carried out using a product feasibility questionnaire analysis with 5 aspects (content, language, presentation, graphics, and PBL components) and a product practicality questionnaire with 3 aspects (ease of use, attractiveness, and efficiency). The research results show that PBL-based student worksheets have an average total score of 138.2 with a 'very good' classification, showing positive results in terms of feasibility and practicality. So, this student worksheet can be used in science learning activities and can be used as a sufficient means to improve collaborative skills. Therefore, science teachers should adopt this PBL-based student worksheet to support their learning activities.
... Her studies have demonstrated that action video games can lead to various neurological learning benefits. For instance, Bavelier et al. (2012) found that action video game players exhibit enhanced attentional control, improved spatial cognition, and increased visual acuity compared to non-gamers. These findings suggest that video games can positively influence attentional processes and cognitive abilities. ...
This introductory article provides a discursive overview of the forthcoming book that explores the intersection of gaming and geography. The book seeks to advance the consideration of video games as a significant geographical medium, acknowledging the role of digital spaces and worlds in shaping our experiences and perceptions. It aims to offer a comprehensive overview of current discourses within the realm of video game research, particularly focusing on geography and geography education, which remain relatively nascent fields. By transferring research questions from various geographical sub-disciplines to the context of video games, the book encourages scholars to reflect on the geographical potential of video games and their implications for education. Additionally, the book endeavors to make the concept of reflexivity within digital spaces more accessible and relevant to geographical education. Through a combination of theoretical insights, empirical evidence, and practical examples from both school and university settings, the book aims to bridge the gap between discourse and practice, enriching the pedagogical approach to geography with innovative perspectives from video game studies.
... Le programme WIST permet la reconnaissance automatique des mots fréquents et ainsi accélère la vitesse de lecture. Il importe de souligner que le jeu vidéo d'action en 3D est bien adapté au transfert de connaissances (Bediou et al., 2018 ;Green et Bavelier, 2012). ...
Notre communication inscrite sous le thème « Intelligence artificielle dans l'éducation : usages et éthique » vise à partager une expérience pédagonumérique réalisée dans le cadre du programme de Certificat en accompagnement à l'enseignement primaire, offert à l’UQAT aux étudiantes et aux étudiants de premier cycle en éducation. Plus précisément, notre pratique a été réalisée dans le cours « EDU2205 L'univers social comme objet d'apprentissage », en formation à distance asynchrone. Jusqu’à maintenant, deux cohortes de 85 et de 74 personnes étudiantes ont expérimenté le dispositif aux sessions d’été et d’automne 2023.
... For example, in a first-person shooting game (i.e., Overwatch), a player must quickly determine where other players have previously attacked and predict their possible current and next locations. Training to track and store information is associated with improved working memory in AVGPs [49,50]. Improved working memory allows players to retain task statistics during sequential tasks and respond more quickly and accurately. ...
In contrast to conventional cognitive training paradigms, where learning effects are specific to trained parameters, playing action video games has been shown to produce broad enhancements in many cognitive functions. These remarkable generalizations challenge the conventional theory of generalization that learned knowledge can be immediately applied to novel situations (i.e., immediate generalization). Instead, a new “learning to learn” theory has recently been proposed, suggesting that these broad generalizations are attained because action video game players (AVGPs) can quickly acquire the statistical regularities of novel tasks in order to increase the learning rate and ultimately achieve better performance. Although enhanced learning rate has been found for several tasks, it remains unclear whether AVGPs efficiently learn task statistics and use learned task knowledge to guide learning. To address this question, we tested 34 AVGPs and 36 non-video game players (NVGPs) on a cue-response associative learning task. Importantly, unlike conventional cognitive tasks with fixed task statistics, in this task, cue-response associations either remain stable or change rapidly (i.e., are volatile) in different blocks. To complete the task, participants should not only learn the lower-level cue-response associations through explicit feedback but also actively estimate the high-level task statistics (i.e., volatility) to dynamically guide lower-level learning. Such a dual learning system is modelled using a hierarchical Bayesian learning framework, and we found that AVGPs indeed quickly extract the volatility information and use the estimated higher volatility to accelerate learning of the cue-response associations. These results provide strong evidence for the “learning to learn” theory of generalization in AVGPs. Taken together, our work highlights enhanced hierarchical learning of both task statistics and cognitive abilities as a mechanism underlying the broad enhancements associated with action video game play.
... Strategi pembelajaran berbasis permainan ini berhasil karena pengalaman belajar yang berpusat pada partisipasi aktif dan interaksi para siswa. Hal ini juga mensinyalir bahwa metode pendidikan saat ini kurang melibatkan siswa dalam proses pembelajaran [6]. ...
... The results suggest that increased myelination (increased FA) in right-sided frontal fiber tracts may be the result of extended gaming. Other studies suggest that playing action video games, but not other types of games produced improved attention and learning [11,12]. It is not clear what games were involved in the internet addiction results [9]. ...
ZUSAMMENFASSUNG
In diesem Beitrag werden die zahlreichen Beiträge von Manfred Spitzer gewürdigt, wobei der Schwerpunkt auf seinem Ansatz zur Sucht bei digitalen Geräten liegt. Wir zeigen, dass die Abhängigkeit von einigen Substanzen das Netzwerk der exekutiven Aufmerksamkeit betrifft. Studien am Menschen zeigen, dass Meditationstraining die Konnektivität in diesem Netzwerk verbessern, und diese Veränderung im Gehirn den Substanzmissbrauch verringern kann. Bei Mäusen verbessert niederfrequente Hirnstimulation die Konnektivität des exekutiven Aufmerksamkeitsnetzwerks und reduziert, wie Meditation, die Angst. Wir argumentieren, dass sowohl Meditationstraining als auch Hirnstimulation die Selbstkontrolle bei Menschen verbessern können, die aufgrund von digitaler Sucht mit anhaltender Aufmerksamkeit zu kämpfen haben. Wir verweisen auch auf einige kognitive und Verhaltenstherapien, die zur Behandlung von Sucht eingesetzt werden. Wir glauben, dass ihre Ergebnisse im Rahmen der Aufmerksamkeitsnetze erklärt werden können. Weitere Forschungsarbeiten sollten dazu dienen, diese Ideen zu testen und sie denjenigen zugänglich zu machen, die aufgrund der übermäßigen Nutzung digitaler Medien Schwierigkeiten haben.
... This study found that game genres marginally significantly moderated the relationship between digital game use and flexibility, with the effect of action and shooter game use showing greater strength. Differing from other genres, action and shooter games emphasize peripheral visual processing and distraction (Green & Bavelier, 2012). Research indicates that action and shooter games enhance the visual breadth of the entire visual field, including center (target and task) and peripheral visual processing (Green & Bavelier, 2006;Spence & Feng, 2010), therefore by improving cognitive flexibility among gamers. ...
With the increasing popularity of the Internet, there is significant interest among academics and the public in understanding the relationship between the Internet and individual development. However, the association between digital games use and creativity has been a topic of controversy, as highlighted in previous research. This study aimed to investigate the potential moderating effect of cultural backgrounds on the relationship between digital games use and creativity. To examine this hypothesis, a meta-analysis of 11 papers (51 effect values) was conducted. The findings revealed digital games use was significantly correlated with originality and elaboration, rather than fluency and flexibility. Moreover, the relationship between digital games use and originality was found to be moderated by cultural collectivism-individualism. Specifically, as the level of individualistic culture increased, the strength of the correlation between digital games use and originality gradually diminished. No such moderating effect was observed for other dimensions of creativity. These results hold important theoretical implications for understanding the impact of digital games use on individual cognitive development. Additionally, they provide practical insights for offering sensitive recommendations on how to effectively harness the positive effects of digital games.
... ion and engagement, depending on the specific type of videogame. (Baniqued et al., 2014;Cardoso-Leite & Bavelier, 2014;Mishra et al., 2012). Action videogames, in particular, seems to benefit attention, with a plethora of studies demonstrating a positive relationship (Alho et al., 2022;Bavelier & Green, 2019;Bediou et al., 2018Bediou et al., , 2023C. S. Green & Bavelier, 2012;Hubert-Wallander et al., 2011;Sampalo et al., 2023). Action video games exhibit an interesting, sex-related effect on attention, with women benefiting more from playing such games, than men (Feng et al., 2007). Action games aren't the only genre that improves the attention of their players, RPGs appear to exhibit the same level of benefi ...
The cognitive and affective impacts of video games are subjects of ongoing debate, with recent research recognizing their potential benefits. This study employs the Gaming Skill Questionnaire (GSQ) to evaluate participants' gaming skills across six genres and overall proficiency. Eighty-eight individuals aged 20-40 participated, completed assessments of empathy and six cognitive abilities: verbal short-term memory, verbal working memory, visuospatial short-term memory, visuospatial working memory, psychomotor speed (hand-eye coordination), and attention. Cognitive abilities were examined using the Digit Span Test, Corsi Block Test, and Deary-Liewald Reaction Time Task, while empathy was assessed using the Empathy Quotient Questionnaire. Findings indicate that high video game skill levels correlate with improvements in visuospatial short-term and working memory, psychomotor speed, and attention. Different genres enhanced specific skills: RPGs positively influenced verbal working and visuospatial short-term memory but negatively affected empathy; action games improved psychomotor speed and attention; and puzzle games benefited visuospatial working memory. These promising results contribute positively to ongoing research on the cognitive and affective effects of video games, highlighting the potential for video games to enhance certain cognitive functions while also underscoring the complexity of their impact on empathy. Future research should further investigate genre-specific effects and long-term outcomes.
... Videogames offer an interactive experience that often demands constant player attention and engagement, depending on the specific type of videogame [57][58][59]. Action videogames, in particular, seems to benefit attention, with a plethora of studies demonstrating a positive relationship [60][61][62][63][64][65][66]. Action video games exhibit an interesting, sex-related effect on attention, with women benefiting more from playing such games, than men [67]. ...
The cognitive and affective impacts of video games are subjects of ongoing debate, with recent research recognizing their potential benefits. This study employs the Gaming Skill Questionnaire (GSQ) to evaluate participants' gaming skills across six genres and overall proficiency. Eighty-eight individuals aged 20-40 participated, completed assessments of empathy and six cognitive abilities: verbal short-term memory, verbal working memory, visuospatial short-term memory, visuospatial working memory, psychomotor speed (hand-eye coordination), and attention. Cognitive abilities were examined using the Digit Span Test, Corsi Block Test, and Deary-Liewald Reaction Time Task, while empathy was assessed using the Empathy Quotient Questionnaire. Findings indicate that high video game skill levels correlate with improvements in visuospatial short-term and working memory, psychomotor speed, and attention. Different genres enhanced specific skills: RPGs positively influenced verbal working and visuospatial short-term memory but negatively affected empathy; action games improved psychomotor speed and attention; and puzzle games benefited visuospatial working memory. These promising results contribute positively to ongoing research on the cognitive and affective effects of video games, highlighting the potential for video games to enhance certain cognitive functions while also underscoring the complexity of their impact on empathy. Future research should further investigate genre-specific effects and long-term outcomes.
... However, other studies have highlighted potential benefits associated with playing video games. Some research suggested that gaming can aid in stress relief (e.g., Russoniello et al., 2009), and contribute to cognitive improvements, including the development of spatial skills (e.g., Uttal et al., 2013) and increased attention (e.g., Green & Bavelier, 2012). Additionally, video gaming has been linked to enhanced creativity (e.g., Jackson et al., 2012) and improvements in social skills (e.g., Ewoldsen et al., 2012). ...
Background
The gaming industry is experiencing rapid growth, and videogames in various forms have become an integral part of our daily routines. While research has delved into motivations for playing specific types of videogames, such as online multiplayer games, there is still a need for exploration of the broader concept of video game engagement, irrespective of the genre.
Aim
The primary aim of this study was to develop and validate a gaming motivation scale that focuses on the intrinsic reasons and psychological aspects of video game motivation. Additionally, the goal was to create a scale that does not rely on game genres to assess gamers’ motivational profiles.
Research methods
The study was conducted in two phases, involving a total of 2641 Italian participants. In the first phase, exploratory factor analysis (EFA) was performed with data from Italian 543 participants ( M = 28.92; sd = 8.26). In the second phase, confirmatory factor analysis (CFA) was conducted with data collected from 2098 participants ( M = 31.60, sd = 8.81), showing an adequate fit to the theorized model (𝑥 ² (878) =3843.28; CFI = .95, TLI = .95, RMSEA = .040, and SRMR = .042).
Key Findings and Discussion
In the first part of the study, EFA confirmed 14 dimensions out of the original 18. While CFA demonstrated that the scale had good reliability, with values ranging from .77 to .94. Furthermore, significant correlations were found between the Psychological Motivations for playing Video Games (PMPVGs) scale and dimensions from the Motives for Online Gaming Questionnaire (MOGQ) and Gaming Motivation Scale (GAMS) scales. The final version of the scale comprises 12 dimensions with 45 items in total and it holds potential to explore the players’ psychological needs satisfied through the gaming activity.
... Active control groups, matched to the intervention as best as possible on training intensity, motivation, and engagement, are the gold standard in intervention studies (Green & Bavelier, 2012). Active control groups are crucial to establish that any effects found are a direct result of the intervention itself, rather than social impacts, expectation effects of training, or the repetition or structure of completing a daily or regular task (Green et al., 2014). ...
Whether brain training programmes are effective and have transferable benefits to wider cognitive abilities is controversial, especially in older adult populations. We assessed, in a randomised controlled intervention study, whether a commercially available brain training programme can induce cognitive improvements in a sample of healthy older adults (N = 103). Participants completed a three-month intervention of either an adaptive computerised cognitive training programme (through a brain training app) or active control. Cognition was measured through a comprehensive battery of tasks pre- and post-intervention to assess working memory, processing speed, attention, and language functioning. Participants in the intervention group significantly improved on all tasks that were trained specifically within the brain training programme (i.e. practice effects). However, for the cognitive tasks tested pre- and post-intervention there was no evidence of any of these practice effects transferring to improvements in cognitive outcome measures compared to the active control group (i.e. transfer effects). Our results indicate that the benefits of brain training programmes appear to be limited to practice effects of trained tasks, while no evidence is found for transfer effects to other, related or unrelated, untrained cognitive tasks.
... In addition, developing depression in old age is a risk factor for Alzheimer's disease or dementia (Takeda, 2010). It has been reported that esports experience increases blood flow in the brain, and it is expected to prevent cognitive decline (Green & Bavelier, 2012;Matsuno, 2021;Toril et al., 2014). Since it can provide pleasant stimulation to elderly individuals, it may be able to promote mental health as well. ...
... Recognizing human behavior in feedback mechanisms is crucial for effective training outcomes [12]. Recent studies reported that incorporating human behavior recognition, along with task performance, in adaptive training paradigms can significantly enhance participants' engagement and learning outcomes [7,8,13]. Current methods for behavior recognition rely heavily on behavioral experts to observe and evaluate human behavior either in real-time during experimental sessions [14] or through analysis of video recordings post-experiment [15][16][17]. ...
Collaborative virtual environment (CVE)-based teamwork training offers a promising avenue for inclusive teamwork training. The incorporation of a feedback mechanism within virtual training environments can enhance the training experience by scaffolding learning and promoting active collaboration. However, an effective feedback mechanism requires a robust prediction model of collaborative behaviors. This paper presents a novel approach using hidden Markov models (HMMs) to predict human behavior in collaborative interactions based on multimodal signals collected from a CVE-based teamwork training simulator. The HMM was trained using k-fold cross-validation, achieving an accuracy of 97.77%. The HMM was evaluated against expert-labeled data and compared against a rule-based prediction model, demonstrating the superior predictive capabilities of the HMM, with the HMM achieving 90.59% accuracy compared to 76.53% for the rule-based model. These results highlight the potential of HMMs to predict collaborative behaviors that could be used in a feedback mechanism to enhance teamwork training experiences despite the complexity of these behaviors. This research contributes to advancing inclusive and supportive virtual learning environments, bridging gaps in cross-neurotype collaborations.
... Cognitive function can be improved by enhancing the ability to learn new tasks. 24 Moreover, higher motivation is reported to be associated with greater compliance and better intervention outcomes. 25,26 In this study, the non-specific computer training group was required to continuously adapt to new tasks, potentially having positive effects on attention and leading to better cognitive functions. ...
Objective
The rising prevalence of mild cognitive impairment (MCI) has spurred interest in innovative cognitive rehabilitation approaches, including serious games. This review summarizes randomized clinical trials (RCTs) exploring the impact of serious games on MCI patients.
Methods
We conducted a comprehensive data search using key terms such as “gamification,” “digital therapy,” “cognition,” “mild cognitive impairment,” and “Alzheimer’s disease.” We exclusively considered published RCTs, excluding animal studies and basic research.
Results
We identified eight RCTs. Four RCTs examined the effects of serious games using cognitive training for MCI patients. Notably, one study found that non-specific training (Nintendo Wii) significantly enhanced cognitive function and quality of life compared to cognition-specific computer training (CoTras). Among the remaining three RCTs, one specifically demonstrated that personalized serious game-based cognitive training yielded superior cognitive outcomes and reduced depressive symptoms. One RCT focused on serious games incorporating physical exercise, highlighting the effectiveness of kinetic-based exergaming in enhancing overall cognition. Three RCT focused on combined cognitive training and physical exercise. A double-blind RCT revealed that progressive resistance training or standalone physical exercise outperformed the combined approach in improving executive function and global cognition. Two additional RCTs reported positive outcomes, including improvements in cognitive function and electroencephalogram patterns associated with game-based interventions.
Conclusion
Serious games, whether focusing on cognitive training, physical exercise, or a combination of both, have potential to improve cognitive and functional outcomes in individuals with MCI. Further research and standardization of protocols are needed to better understand the full potential of serious games in MCI.
... This is all the more problematic given the literature surrounding video games and cognitive performance which has made clear that not all games are created equal with respect to how they impact the brain and behavior. In fact, playing some genres of video games (e.g., action video games or first/third person shooter games), but not others (e.g., life simulation games), has been associated with enhancements in cognitive function (Argyriou et al., 2017;Dale & Green, 2017;Green & Bavelier, 2003;Green & Bavelier, 2012). A more controlled study design meant to examine J o u r n a l P r e -p r o o f Journal Pre-proof the link between hours of gameplay and symptoms of IGD would involve focusing on a single game-type, or even better, a single game. ...
... Le programme WIST permet la reconnaissance automatique des mots fréquents et ainsi accélère la vitesse de lecture. Il importe de souligner que le jeu vidéo d'action en 3D est bien adapté au transfert de connaissances (Bediou et al., 2018 ;Green et Bavelier, 2012). ...
Au cours des deux dernières décennies, l’approche par compétences a conquis le monde tout en se focalisant sur les compétences et leur développement. Dans une formation en ligne ou en présentiel, l’établissement de référentiels de compétences est devenu une obligation pour définir les compétences visées. Sauf que l’usage d’un référentiel de compétence dans une formation en ligne nous pousse à s’interroger sur le processus impliqué dans la mise en œuvre des compétences et sur le rôle que peut jouer ce référentiel dans l’évaluation des compétences visées par cette formation.
Pour répondre à ces interrogations, une formation a été conçue et mise sur un dispositif en ligne, destinée aux doctorants et aux docteurs afin de leur permettre d’acquérir une identité professionnelle fondée sur un référentiel des compétences nécessaires à mobiliser pour enseigner dans le supérieur. Dans cette perspective, un référentiel de compétences a été adapté, des contenus et des documents authentiques didactisés relatifs à chaque compétence ont été présentés et des activités adéquates pour valider les compétences visées. A travers cette expérimentation, nous tenterons de montrer comment un référentiel de compétences peut être un outil de conception et d’évaluation d’un cursus de formation en ligne.
... Keen observation and concentration are therefore crucial to the mastery of movement techniques, and PA encourages children to learn to concentrate and react quickly. For example, when participating in action-based video games or somatosensory games (e.g., Wii Sports), children need to be able to distinguish between their left and right hands, as well as directions, to be able to steer their movements correctly and experience the game through bodily participation; this improves their perception-related abilities (e.g., reactions, visual perception, attentional control) while also effectively cultivating their adaptability to the digital world (Green and Bavelier, 2012;Franceschini et al., 2021;Achtman et al., 2008;Chang and Yen, 2023). ...
Perception is an essential component of children’s psychological
development, which is foundational to children’s ability to understand and adapt to their external environment. Perception is also a crucial tool for understand and navigating one’s surroundings, enabling children to identify objects and react appropriately to settings or situations. Substantial evidence indicates that engaging in physical activity is beneficial for the development of children’s perceptual abilities, as the two are closely intertwined. Still, more research is necessary to gain a full understanding of the impact of physical activity on children's perception. To further identify and quantify the effects of physical activity on a number of specific perceptions in children. Systematic review and meta-analysis. Searches were performed using five online databases (i.e., PubMed, SPORTDiscus, PsycINFO, Web of Science, and Cochrane Library) for articles published up to and including June 2023 to identify eligible citations. A total of 12 randomized controlled trials, encompassing 1,761 children under the age of 12, were analyzed. Overall, physical activity as an intervention showed a notable effect on the development of children’s perceptions. The meta-analysis indicated that participating in physical activity for 30 minutes around, daily, had a greater impact on children’s visual perception and executive functioning than on their motor perception, body perception, and global self-worth (SMD = 1.33, 95% CI: 0.75, 1.91, p < 0.001). The effects of physical activity on children’s perception performance varied by participant characteristics, with physical activity having better effects on body perception and overall self-worth in children who were obese or overweight. Furthermore, physical activity can also enhance executive function and attention in children with developmental coordination disorders. The effects of physical activity on children’s perception performance varied according to the intervention time, with different activity durations resulting in different perception performances. Therefore, parents and educators must prioritize an appropriate length of physical activity time for children to ensure their optimal growth and development. Registration and protocol CRD42023441119.
... Furthermore, differences in videogame genres may lead to differential effects on players' cognitive abilities [89][90][91][92][93]. Some research indicates that five factors in each videogame determine how it will affect its players, with the factors being the content, the context, the structure, the mechanics, and the amount of play [83][84][85][86]94]. Other researchers have also added that the game environment, whether two-or three-dimensional, and engagement factor play a role in determining the effect on cognition [87,88]. ...
Videogames have been the focus of research since their widespread popularity, with particular emphasis on their effects on cognitive and affective abilities, especially in children and adolescents. Despite numerous correlational studies, robust evidence on the causal relationship between videogames and cognition remains scarce, hindered by the absence of a comprehensive assessment tool for gaming skills across various genres. This study aimed to develop and validate the Gaming Skill Questionnaire (GSQ) and to assess the impact of gaming skills in six different genres (Sports, First-Person Shooters, Role-Playing Games, Action-Adventure, Strategy, and Puzzle Games) on adolescents’ cognitive and affective abilities. The GSQ exhibited strong reliability and validity, highlighting its potential as a valuable tool. Gaming skills positively affected executive function, memory, overall cognition, cognitive flexibility, and emotion recognition, except for empathy. Various game genres had different effects on cognitive and affective abilities, with verbal fluency influenced mainly by sports, executive functions by action, strategy, and puzzle, and emotion recognition positively impacted by action and puzzle but negatively by sports and strategy games. Both age and gaming skills influenced cognitive flexibility, with gaming having a greater effect. These intriguing genre-specific effects on cognitive and affective functioning postulate further research with GSQ's contribution.
... AVG. The commercial game "Space Invaders Extreme 2" was used as it has all mechanisms characterising AVG (i.e., presentation of multiple peripheral, rapidly moving, spatiotemporally unpredictable stimuli 8,9 ). The game was played on a Nintendo DS ® console characterised by two screens from which the player can monitor the movement of the enemies and of his/her spaceship. ...
Action video-games (AVGs) could improve reading efficiency, enhancing not only visual attention but also phonological processing. Here we tested the AVG effects upon three consolidated language-based predictors of reading development in a sample of 79 pre-readers at-risk and 41 non-at-risk for developmental dyslexia. At-risk children were impaired in either phonemic awareness (i.e., phoneme discrimination task), phonological working memory (i.e., pseudoword repetition task) or rapid automatized naming (i.e., RAN of colours task). At-risk children were assigned to different groups by using an unequal allocation randomization: (1) AVG ( n = 43), (2) Serious Non-Action Video Game ( n = 11), (3) treatment-as-usual (i.e., speech therapy, n = 11), and (4) waiting list ( n = 14). Pre- and post-training comparisons show that only phonemic awareness has a significantly higher improvement in the AVG group compared to the waiting list, the non-AVG, and the treatment-as-usual groups, as well as the combined active groups ( n = 22). This cross-modal plastic change: (i) leads to a recovery in phonemic awareness when compared to the not-at-risk pre-readers; (ii) is present in more than 80% of AVG at-risk pre-readers, and; (iii) is maintained at a 6-months follow-up. The present findings indicate that this specific multisensory attentional training positively affects how phonemic awareness develops in pre-readers at risk for developmental dyslexia, paving the way for innovative prevention programs.
... Furthermore, differences in videogame genres may lead to differential effects on players' cognitive abilities [89][90][91][92][93]. Some research indicates that five factors in each videogame determine how it will affect its players, with the factors being the content, the context, the structure, the mechanics, and the amount of play [83][84][85][86]94]. Other researchers have also added that the game environment, whether two-or three-dimensional, and engagement factor play a role in determining the effect on cognition [87,88]. ...
Given the widespread popularity of videogames, research attempted to assess their effects on cognitive and affective abilities, especially in children and adolescents. Despite numerous correlational studies, robust evidence on the causal relationship between videogames and cognition remains scarce, hindered by the absence of a comprehensive assessment tool for gaming skills across various genres. In a sample of 347 adolescents, this study aimed to develop and validate the Gaming Skill Questionnaire (GSQ) and assess the impact of gaming skills in six different genres (sport, first-person shooters, role-playing games, action-adventure, strategy, and puzzle games) on cognitive and affective abilities of adolescents. The GSQ exhibited strong reliability and validity, highlighting its potential as a valuable tool. Gaming skills positively affected executive function, memory, overall cognition, cognitive flexibility, and emotion recognition, except for empathy. Various game genres had different effects on cognitive and affective abilities, with verbal fluency influenced mainly by sports, executive functions by action, strategy, and puzzle, and emotion recognition positively impacted by action and puzzle but negatively by sports and strategy games. Both age and gaming skills influenced cognitive flexibility, with gaming having a greater effect. These intriguing genre-specific effects on cognitive and affective functioning postulate further research with GSQ's contribution.
... The huge interest in internet games has urged the researchers to examine social network gaming and its impact on user's playing behavior. Empirical studies demonstrated that gaming produces a few constructive outcomes which motivate the users to play (Green & Bavelier, 2012 Moisala, Salmela, Hietajarvi, Carlson, Vuontela, Lonka & Alho, 2017). The exponential growth of SNGs is due to their interactive characteristics. ...
Social Network Games (SNGs) have gained worldwide acceptance and acknowledgment in recent times primarily due to free to play revenue model. The purpose of this paper was to explore the technical and behavioral determinants of social network gaming habit formation among young consumers. Data was collected from a sample of 500 young consumers of SNGs in Pakistan by quantitative approach out of which 461 responses were considered appropriate for data analysis. The survey was conducted via questionnaires and SEM was used as the analytical technique to test the research model. The application of SEM technique showed that both game design elements as well as social gratification are critical to the formation of social network gaming habit among young consumers of Pakistan. The study contributes to the literature of social network gaming sector by establishing the mechanism in which SNG service providers can take advantage from the technical as well as behavioral strategies to strengthen social network gaming habit among individuals. Social network gaming is an emerging sector and it is imperative for SNG service providers to know more about it, but little consideration is given to GO Green Research and Education 62 this phenomenon. The current study fills the gap by examining the degree to which technical and behavioral factors help in formation of social network gaming habit.
Human behavior in cyber space is extremely complex. Change is the only constant as technologies and social contexts evolve rapidly. This leads to new behaviors in cybersecurity, Facebook use, smartphone habits, social networking, and many more. Scientific research in this area is becoming an established field and has already generated a broad range of social impacts. Alongside the four key elements (users, technologies, activities, and effects), the text covers cyber law, business, health, governance, education, and many other fields. Written by international scholars from a wide range of disciplines, this handbook brings all these aspects together in a clear, user-friendly format. After introducing the history and development of the field, each chapter synthesizes the most recent advances in key topics, highlights leading scholars and their major achievements, and identifies core future directions. It is the ideal overview of the field for researchers, scholars, and students alike.
Human behavior in cyber space is extremely complex. Change is the only constant as technologies and social contexts evolve rapidly. This leads to new behaviors in cybersecurity, Facebook use, smartphone habits, social networking, and many more. Scientific research in this area is becoming an established field and has already generated a broad range of social impacts. Alongside the four key elements (users, technologies, activities, and effects), the text covers cyber law, business, health, governance, education, and many other fields. Written by international scholars from a wide range of disciplines, this handbook brings all these aspects together in a clear, user-friendly format. After introducing the history and development of the field, each chapter synthesizes the most recent advances in key topics, highlights leading scholars and their major achievements, and identifies core future directions. It is the ideal overview of the field for researchers, scholars, and students alike.
Feel free to download one of the 50 free copies at this website:
https://www.tandfonline.com/eprint/TPXZTSDJU84QYIRIRXFF/full?target=10.1080/23273798.2024.2411696
This study explored the relationship between digital gaming and creativity by conducting a meta-analysis of effect sizes using data from 78 effect sizes in 19 studies encompassing 3,172 samples. We employed a two-level multivariate model with a robust variance estimator and conducted separate analyses for between-subject and within-subject designs. For the between-subject designs, the mean effect size was r = .109, 95% [−0.036, 0.249], indicating non-significance. We conducted moderator analyses to explore potential sources of variation in the observed effects, including creativity test modality, creativity test type, divergent thinking index, analytical approach, age, gender, and year of publication. None of the examined moderators were found to be statistically significant. In contrast, we observed a significant mean effect size for within-subject designs based on 29 effects from seven studies (r = .772, 95% CI [0.595, 0.878]). Variation in mean effects by study design warrants caution when making inferences about the impact of digital gaming on creativity. The implications and limitations of the findings are discussed.
Для досягнення спортивної майстерності в інтелектуальних видах спорту, зокрема кіберспорту, важливе місце займає розумовий та інтелектуальний розвиток спортсменів. Протягом багатьох років у тренувальному процесі поступово формується динамічна професійна структура психічних процесів, станів, зокрема психічних властивостей, що забезпечують результативність діяльності спортсмена у вибраному виді спорту. У статті досліджується когнітивний ресурс як чинник, який визначає ефективність кіберспортсмена. Успішність та ефективність в інтелектуальних видах спорту як під час різних етапів підготовки, так і в умовах змагань заснована передусім на стійкій психічній активності спортсмена. Мета. Установити показники когнітивної моделі ефективного гравця у кіберспорт, які визначають когнітивний ресурс гравців як чинник спортивного вдосконалення. Матеріали і методи. Теоретичний аналіз та узагальнення даних літератури та Інтернет-джерел, аналіз та порівняння результатів емпіричних досліджень. Для визначення когнітивних характеристик кіберспортсменів застосовувалися тести: «Кільця Ландольта» – для визначення концентрації уваги; «Зорова пам’ять» – для визначення короткочасної пам’яті; «Пам’ять на числа» – для визначення обсягу пам’яті; «Встановлення закономірностей» – для визначення логічного мислення; «Діагностика домінуючої перцептивної модальності» – для визначення провідного типу сприйняття: аудіального, візуального або кінестетичного; «Три слова» – для визначення особливостей творчої уяви. Статистичну обробку даних проводили за допомогою методів непараметричної статистики. Для опису вибіркового розподілу вказували медіани та міжквартильний розкид (Ме [25%; 75%]). Для визначення когнітивних характеристик, які притаманні ефективним кіберспортсменам, випробувані були розділені на дві групи: 9 спортсменів з особистим або командним рейтингом та 7 осіб без рейтингу. Наявність особистого або командного рейтингу у кіберспортсменів розглядається як ознака спортивної ефективності. Результати. Результати дослідження свідчать про вплив когнітивних функцій на ефективність гравців у кіберспорті. Кіберспортсмени з рейтингом демонструють вищий рівень концентрації уваги та кінестетичного сприйняття, що вказує на їхню здатність до зосередженості, реакційної швидкості та вміння ефективно взаємодіяти з геймплеєм. Разом із тим обидві групи кіберспортсменів мають високий рівень короткочасної пам’яті й базові логічні навички та належний рівень творчої уяви. Отже, когнітивний ресурс кіберспортсмена є сукупністю когнітивних здібностей, які допомагають адаптуватися до вимог кіберспорту та досягати високих результатів. На основі емпіричних досліджень розроблено психограму модельних показників когнітивних характеристик ефективного гравця у кіберспорті дисципліни Counter-Strike: Global Offensive (CS:GO). На нашу думку, саме підтримка когнітивної сфери кіберспортсменів може бути розглянута як ресурс, оскільки вона допомагає забезпечити ефективність у грі, зберігаючи високий рівень продуктивності та адаптивність у ситуації невизначеності. Висновки. Порівняння психограми ефективних гравців у кіберспорті з менш ефективними дасть змогу визначити психологічний ресурс кожного спортсмена та індивідуалізувати психологічну підготовку.
Background. Studies on the impact of videogame play on the brain and behavior demonstrates potential benefits of playing action video games (AVGs) for cognitive enhancements. However, it is becoming increasingly challenging to distinguish between AVGs and non-AVGs due to the emergence of new video game genres and platforms that incorporate action elements in historically non-action genres. Thus, more research is needed to understand AVG mechanics.
Objective: This study developed an Action Video Game Elements (AVGE) Likert-type scale for differentiating an AVG from a non-AVG and examined its performance in an AVG and a non-AVG.
Method: We employed standardized lab data collection procedures to administer the AVGE scale in undergraduate education majors after they played either an AVG (n = 144) or a non-AVG (n = 48).
Results: Exploratory factor analysis revealed a five-factor theoretically sensible structure: (1) focus, (2) pacing & goal setting, (3) challenge, (4) sensory stimulation, and (5) speed. Using an experimental research design, we examined the AVGE scale for its ability to distinguish an AVG from a non-AVG. Players who played the AVG rated the game significantly higher in all AVGE categories than their peers who played a non-AVG, thus providing empirical evidence regarding the scale’s discriminant validity of the game. Additionally, we explored the AVGE score differences in players with and without prior AVG experience in the AVG and non-AVG.
Conclusion: The AVGE scale has a promising internal consistency and discriminant validity. Future research can use it for examining AVG elements in various games as well as guiding the design and development of video games that aim to enhance cognition and better align these games with players’ demographics.
Virtual reality (VR) video games, with their immersive and interactive features, can provide effective tools for studying cognitive functions and brain neuroplasticity. This study investigated the effects of immersive environments and game types on attention using electroencephalography (EEG). EEG data were collected during five minutes of rest and about twenty minutes of gameplay with Casual Social and Rhythm Exergames. Data were analyzed for power indices and network connectivity across resting, Casual Social, and Rhythm Exergaming states. Power indices were examined for attention-related changes, while connectivity explored brain region interactions during attention allocation. Results showed that Rhythm Exergames elicited higher theta/alpha EEG values, indicating increased attention compared to Casual Social Games. Enhanced connectivity in alpha and beta1 frequency bands was observed between bilateral temporal lobes during Rhythm Exergames, with decreased connectivity in frontal and occipital lobes, suggesting a focus on auditory attention, likely enhancing perceptual and auditory processing. These findings support the effect of VR video games on attention regulation, highlighting their use as potential tools for cognitive enhancement and rehabilitation.
Previous research shows that playing action video games seems to modify the behavior of eye movements such as eye fixations and saccades. The aim of the current work was to determine the effect of playing action video games on eye movements behavior such as fixations, saccades and pursuits. A systematic research review in PubMed and Scopus databases was conducted to identify articles published between 2010 and 2022 which referred to action video games and eye movements, including fixations, saccades and pursuits. We included those that were experimental and quasi-experimental, comparing at least two groups between action vs. non-action video games players. All the studies included used an eye tracker to study eye movements. A total of 97 scientific articles were found in the databases. After inclusion criteria, thirteen articles (N=13) were analyzed for the present work, of which ten (n=10) had a cross-sectional design, and three (n=3) were randomized intervention studies. Playing regularly or training with action video games is not likely to produce changes in eye movements, based on the literature research analyzed. For future research, more interventional studies, with less gender bias, more sample participants and general consensus on the distinction between the action and non-action video games is needed.
This study aims to reveal the impact of using the digital game Minecraft: Education Edition in teaching geographical features in social studies on the achievement and spatial perception skills of 5th grade students. The research adopts a sequential explanatory mixed-method design. Quantitative data was collected using self-assessment and teacher assessment forms on spatial perception skills, and an achievement test developed by the researchers. Qualitative data was gathered through interviews. The study found that using Minecraft led to an increase in students' achievement and their skills in examining space. This study provides valuable insights for educators and curriculum developers, offering a potential pathway to enhance students' understanding of geographical concepts and spatial perception skills through interactive digital tools such as Minecraft: Education Edition in the future.
Using gamification and video games is one of the modern approaches to cognitive enhancement and improving
the abilities and competencies of managers, including strategic thinking skills. Many organizations use video
games in the fields of education, marketing, business, and entrepreneurship. This research aimed to investigate
the role of video games in enhancing managers’ strategic thinking and their potential contribution to developing
cognitive capabilities. The sample included 30 students actively involved in the innovation and entrepreneurship
ecosystem. To measure the strategic thinking of the participants, Pisapia’s strategic thinking questionnaire was
used, and the CANTAB test was employed to measure their cognitive capabilities. To identify the individuals’
game-playing styles, indicators of micro-management, planning, plan recognition, predictions, gathering resources,
partial
observability,
and
damage
avoidance
were
designed.
The
findings
indicated
that
53.3
percent
of
the
participants
had
reflective
thinking,
30
percent
had
systems
thinking,
and
the
rest
had
a
reframing
thinking
style
as
their
strategic
thinking
dominant
dimension.
On
the
other
hand,
given
the
identified
correlation
between
the
damage avoidance criteria with the thinking and reflective style, as well as the inverse and significant
correlation of the gathering resources criteria with the results of the PRM test, it seems that strategic games have
the potential to change and even develop some cognitive functions such as attention, reaction, and memory, and
can be considered as tools to improve cognitive ability. These games can be used to design tasks to enhance
managers’ cognitive abilities and subsequently promote their strategic thinking and decision-making skills.
The impact of action video games on reading performance has been already demonstrated in individuals with and without neurodevelopmental disorders. The combination of action video games and posterior parietal cortex neuromodulation by a transcranial random noise stimulation could enhance brain plasticity, improving attentional control and reading skills also in adults with developmental dyslexia. In a double blind randomized controlled trial, 20 young adult nonaction video game players with developmental dyslexia were trained for 15 h with action video games. Half of the participants were stimulated with bilateral transcranial random noise stimulation on the posterior parietal cortex during the action video game training, whereas the others were in the placebo (i.e. sham) condition. Word text reading, pseudowords decoding, and temporal attention (attentional blink), as well as electroencephalographic activity during the attentional blink, were measured before and after the training. The action video game + transcranial random noise stimulation group showed temporal attention, word text reading, and pseudoword decoding enhancements and P300 amplitude brain potential changes. The enhancement in temporal attention performance was related with the efficiency in pseudoword decoding improvement. Our results demonstrate that the combination of action video game training with parietal neuromodulation increases the efficiency of visual attention deployment, probably reshaping goal-directed and stimulus-driven fronto-parietal attentional networks interplay in young adults with neurodevelopmental conditions.
Over the last few years there has been an increase in the number of video game players. This breaks with the stereotypes of negative video game players who rejected their growth as an entertainment industry. The opposite is now the case due to the positive effects of playing video games on gamers, when it is done in a balanced way. To find out the current associations of the word video game as well as its perception among young Spaniards and the skills they develop, a study was carried out by means of a survey in which 530 young Spaniards between the ages of 18 and 30 took part. The results show that they play for fun, that they develop cognitive skills such as reasoning or improvements in the power of concentration and even that they manage to socialise by valuing and knowing how to collaborate in a team.
Individual differences in executive functions (or executive control abilities) predict variation in creative thinking ability. Relatedly, propensity for mind-wandering—or task unrelated thought—has been gaining attention among creativity scholars, but its effects on creativity remain unclear. The present study conceptually replicates and extends recent laboratory and experience-sampling work to assess the links between individual differences in divergent thinking, executive control abilities (working memory capacity and attention control), and measures of mind-wandering collected in both contexts. SEM analyses indicated that executive control factors weakly predicted divergent thinking scores, mainly due to their role in filtering out uncreative ideas rather than generating highly novel ones. Lab-based measures of mind-wandering didn't significantly correlate with overall creative thinking, challenging the idea that mind-wandering uniformly enhances creativity, but they were positively linked to highly creative divergent thinking scores. Daily-life measures of mind-wandering, meanwhile, did not provide stronger predictive insights into creative thinking than lab measures. Finally, exploratory analyses found that divergent thinking scores based on highly creative responses were positively associated with episodes of more fantastical, unrealistic mind-wandering, or “daydreaming.” We end our investigation with a call for greater theoretical precision and some hypotheses to guide future work. [Data, scripts, and preprint: https://osf.io/at5gx/] d
: In recent years, educational neuroscience, a new field examining the interaction between neuroscience and education, has gained importance. This field stands out as an approach that aims to utilize neuroscience research to understand brain functioning and learning processes. Biology teacher candidates are the cornerstone of biology education and play a crucial role in not only teaching biology topics to students but also guiding them towards learning and using effective learning strategies. Therefore, the knowledge and understanding of educational neuroscience among prospective biology teachers are of critical importance in understanding factors that influence learning processes and developing instructional strategies. The aim of this research is to examine the level of understanding and misconceptions of brain functions from the perspective of educational neuroscience among biology teacher candidates. The study also aims to identify the knowledge and understanding of prospective biology teachers regarding educational neuroscience and enhance awareness in this field. The research utilized a qualitative research method called phenomenology. The study group consisted of 16 prospective biology teachers studying at a state university in Turkey. Semi-structured interview questions were used as the data collection tool, and the obtained data were analyzed through content analysis. The findings were examined under the categories of "Concept of Educational Neuroscience," "Relationship between Educational Neuroscience and Unhealthy Food Preferences," "Educational Neuroscience and Playing Brain Games," and "Technology Use in Preferred Tasks and Reducing Boredom Threshold." The participants' views regarding the concept of educational neuroscience, its relationship with unhealthy food preferences, the relationship between playing brain games and cognitive development, and the use of technology in preferred tasks to reduce the threshold of boredom were revealed. The results of the research highlight the importance of increasing awareness of educational neuroscience among prospective biology teachers and emphasizing educational neuroscience in teacher training programs. Additionally, it is recommended to develop effective strategies to reduce conceptual misconceptions regarding brain functioning among teacher candidates.
The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning.
Two experiments investigated the effects of video game expertise on divided visual attention in college students. Divided attention was measured by using response time to targets of varying probabilities at two locations on a computer screen. In one condition the target appeared 10% of the time in one location (low probability position), 80% of the time in the other location (high probability position), and 10% of the time in both locations. In the other condition the target appeared 45% of the time in each position (equiprobable or neutral positions) and 10% of the time in both positions. The subjects for Experiment 1 represented two extremes of video game skill (labeled experts, novices), whereas the subjects for Experiment 2 were an unselected group with a continuous distribution of video game performance (labeled more skillful, less skillful). Experiment 1 established that video game experts were similar to novices in manifesting an attentional benefit (manifested in faster response time) at the high probability position (relative to a neutral or equiprobable position). However, unlike novices, experts did not show an attentional cost (manifested as slower response time) at the low probability position (again relative to a neutral position). Experts also had significantly faster response times than novices at both the 10% and 80% positions, but not at the 45% position. Experiment 2 established that video game experience was a causal factor in improving strategies of divided attention. Five hours of play on a video game called Robotron produced a significant decrease in response time at the 10% location, the locus of the expert-novice difference in Experiment 1.
0.98 0.88 -8.5 0.94 0.87 -6.5 0.98 0.89 -8.5 1.03 0.91 -10.5 (s.d.)
We argue herein that typical training procedures are far from optimal. The goat of training in real-world settings is, or should be, to support two aspects of posttraining performance: (a) the level of performance in the long term and (b) the capability to transfer that training to related tasks and altered contexts. The implicit or explicit assumption of those persons responsible for training is that the procedures that enhance performance and speed improvement during training will necessarily achieve these two goals. However, a variety of experiments on motor and verbal learning indicate that this assumption is often incorrect. Manipulations that maximize performance during training can be detrimental in the long term; conversely, manipulations that degrade the speed of acquisition can support the long-term goals of training. The fact that there are parallel findings in the motor and verbal domains suggests that principles of considerable generality can be deduced to upgrade training procedures.
Video game enthusiasts spend many hours at play, and this intense activity has the potential to alter both brain and behavior. We review studies that investigate the ability of video games to modify processes in spatial cognition. We outline the initial stages of research into the underlying mechanisms of learning, and we also consider possible applications of this new knowledge. Several experiments have shown that playing action games induces changes in a number of sensory, perceptual, and attentional abilities that are important for many tasks in spatial cognition. These basic capacities include contrast sensitivity, spatial resolution, the attentional visual field, enumeration, multiple object tracking, and visuomotor coordination and speed. In addition to altering performance on basic tasks, playing action video games has a beneficial effect on more complex spatial tasks such as mental rotation, thus demonstrating that learning generalizes far beyond the training activities in the game. Far transfer of this sort is generally elusive in learning, and we discuss some early attempts to elucidate the brain functions that are responsible. Finally, we suggest that studying video games may contribute not only to an improved understanding of the mechanisms of learning but may also offer new approaches to teaching spatial skills.
The ability of the human brain to learn is exceptional. Yet, learning is typically quite specific to the exact task used during training, a limiting factor for practical applications such as rehabilitation, workforce training, or education. The possibility of identifying training regimens that have a broad enough impact to transfer to a variety of tasks is thus highly appealing. This work reviews how complex training environments such as action video game play may actually foster brain plasticity and learning. This enhanced learning capacity, termed learning to learn, is considered in light of its computational requirements and putative neural mechanisms.
The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 yrs. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article presents conceptual and empirical analyses of several of the ‘‘best practices’’ of learning and instruction, and demonstrates how violent video games use them effectively to motivate learners to persevere in acquiring and mastering a number of skills, to navigate through complex problems and changing environments, and to experiment with different identities until success is achieved. These educational principles allow for the gen-eration of several testable hypotheses, two of which are tested with samples of 430 elementary school children (mean age 10 years), 607 young adolescents (mean age 14 years), and 1,441 older adolescents (mean age 19 years). Participants were surveyed about their video game habits and their aggressive cognitions and behaviors. The first hypothesis is based on the principle that curricula that teach the same underlying concepts across contexts should have the highest transfer. Therefore, students who play multiple violent video games should be more likely to learn aggressive cognitions and behaviors than those who play fewer. The second hypothesis is based on the principle that long-term learning is improved the more practice is distributed across time. Therefore, students who play violent video games more frequently across time should be more likely to learn aggressive cognitions and behaviors than those who play the same types of games for equivalent amounts of time but less frequently. Both hypotheses were supported. We conclude by describing what educators can learn from the successful instructional and curriculum design features of video games.
Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children in the music group exhibited enhanced performance on a measure of verbal intelligence, with 90% of the sample showing this improvement. These improvements in verbal intelligence were positively correlated with changes in functional brain plasticity during an executive-function task. Our findings demonstrate that transfer of a high-level cognitive skill is possible in early childhood.
Children's use of electronic media, including Internet and video gaming, has increased dramatically to an average in the general population of roughly 3 h per day. Some children cannot control their Internet use leading to increasing research on "internet addiction." The objective of this article is to review the research on ADHD as a risk factor for Internet addiction and gaming, its complications, and what research and methodological questions remain to be addressed. The literature search was done in PubMed and Psychinfo, as well as by hand. Previous research has demonstrated rates of Internet addiction as high as 25% in the population and that it is addiction more than time of use that is best correlated with psychopathology. Various studies confirm that psychiatric disorders, and ADHD in particular, are associated with overuse, with severity of ADHD specifically correlated with the amount of use. ADHD children may be vulnerable since these games operate in brief segments that are not attention demanding. In addition, they offer immediate rewards with a strong incentive to increase the reward by trying the next level. The time spent on these games may also exacerbate ADHD symptoms, if not directly then through the loss of time spent on more developmentally challenging tasks. While this is a major issue for many parents, there is no empirical research on effective treatment. Internet and off-line gaming overuse and addiction are serious concerns for ADHD youth. Research is limited by the lack of measures for youth or parents, studies of children at risk, and studies of impact and treatment.
Frequent action video game players often outperform non-gamers on measures of perception and cognition, and some studies find that video game practice enhances those abilities. The possibility that video game training transfers broadly to other aspects of cognition is exciting because training on one task rarely improves performance on others. At first glance, the cumulative evidence suggests a strong relationship between gaming experience and other cognitive abilities, but methodological shortcomings call that conclusion into question. We discuss these pitfalls, identify how existing studies succeed or fail in overcoming them, and provide guidelines for more definitive tests of the effects of gaming on cognition.
Many previous studies have shown that the speed of processing in attentionally demanding tasks seems enhanced following habitual action videogame play. However, using one of the diagnostic tasks for efficiency of attentional processing, a visual search task, Castel and collaborators (Castel, Pratt, & Drummond, Acta Psychologica 119:217-230, 2005) reported no difference in visual search rates, instead proposing that action gaming may change response execution time rather than the efficiency of visual selective attention per se. Here we used two hard visual search tasks, one measuring reaction time and the other accuracy, to test whether visual search rate may be changed by action videogame play. We found greater search rates in the gamer group than in the nongamer controls, consistent with increased efficiency in visual selective attention. We then asked how general the change in attentional throughput noted so far in gamers might be by testing whether exogenous attentional cues would lead to a disproportional enhancement in throughput in gamers as compared to nongamers. Interestingly, exogenous cues were found to enhance throughput equivalently between gamers and nongamers, suggesting that not all mechanisms known to enhance throughput are similarly enhanced in action videogamers.
Over the past few years, the very act of playing action video games has been shown to enhance several different aspects of visual selective attention, yet little is known about the neural mechanisms that mediate such attentional benefits. A review of the aspects of attention enhanced in action game players suggests there are changes in the mechanisms that control attention allocation and its efficiency (Hubert-Wallander, Green, & Bavelier, 2010). The present study used brain imaging to test this hypothesis by comparing attentional network recruitment and distractor processing in action gamers versus non-gamers as attentional demands increased. Moving distractors were found to elicit lesser activation of the visual motion-sensitive area (MT/MST) in gamers as compared to non-gamers, suggestive of a better early filtering of irrelevant information in gamers. As expected, a fronto-parietal network of areas showed greater recruitment as attentional demands increased in non-gamers. In contrast, gamers barely engaged this network as attentional demands increased. This reduced activity in the fronto-parietal network that is hypothesized to control the flexible allocation of top-down attention is compatible with the proposal that action game players may allocate attentional resources more automatically, possibly allowing more efficient early filtering of irrelevant information.
The interest in the influence of videogame experience on our daily life is constantly growing. “First Person Shooter” (FPS) games require players to develop a flexible mindset to rapidly react to fast moving visual and auditory stimuli, and to switch back and forth between different subtasks. This study investigated whether and to which degree experience with such videogames generalizes to other cognitive-control tasks. Video-game players (VGPs) and individuals with little to no videogame experience (NVGPs) performed on a task switching paradigm that provides a relatively well-established diagnostic measure of cognitive flexibility. As predicted, VGPs showed smaller switching costs (i.e., greater cognitive flexibility) than NVGPs. Our findings support the idea that playing FPS games promotes cognitive flexibility.
The hippocampus shrinks in late adulthood, leading to impaired memory and increased risk for dementia. Hippocampal and medial temporal lobe volumes are larger in higher-fit adults, and physical activity training increases hippocampal perfusion, but the extent to which aerobic exercise training can modify hippocampal volume in late adulthood remains unknown. Here we show, in a randomized controlled trial with 120 older adults, that aerobic exercise training increases the size of the anterior hippocampus, leading to improvements in spatial memory. Exercise training increased hippocampal volume by 2%, effectively reversing age-related loss in volume by 1 to 2 y. We also demonstrate that increased hippocampal volume is associated with greater serum levels of BDNF, a mediator of neurogenesis in the dentate gyrus. Hippocampal volume declined in the control group, but higher preintervention fitness partially attenuated the decline, suggesting that fitness protects against volume loss. Caudate nucleus and thalamus volumes were unaffected by the intervention. These theoretically important findings indicate that aerobic exercise training is effective at reversing hippocampal volume loss in late adulthood, which is accompanied by improved memory function.
Steady-state visual evoked potentials (SSVEPs) were recorded from action videogame players (VGPs) and from non-videogame players (NVGPs) during an attention-demanding task. Participants were presented with a multi-stimulus display consisting of rapid sequences of alphanumeric stimuli presented at rates of 8.6/12 Hz in the left/right peripheral visual fields, along with a central square at fixation flashing at 5.5 Hz and a letter sequence flashing at 15 Hz at an upper central location. Subjects were cued to attend to one of the peripheral or central stimulus sequences and detect occasional targets. Consistent with previous behavioral studies, VGPs detected targets with greater speed and accuracy than NVGPs. This behavioral advantage was associated with an increased suppression of SSVEP amplitudes to unattended peripheral sequences in VGPs relative to NVGPs, whereas the magnitude of the attended SSVEPs was equivalent in the two groups. Group differences were also observed in the event-related potentials to targets in the alphanumeric sequences, with the target-elicited P300 component being of larger amplitude in VGPS than NVGPs. These electrophysiological findings suggest that the superior target detection capabilities of the VGPs are attributable, at least in part, to enhanced suppression of distracting irrelevant information and more effective perceptual decision processes.
Action video game play enhances basic visual skills such as crowding acuity and contrast sensitivity (C. S. Green & D. Bavelier, 2007; R. Li, U. Polat, W. Makous, & D. Bavelier, 2009). Here, we ask whether the dynamics of perception may also be altered as a result of playing action games. A backward masking paradigm was used to test the hypothesis that action video game play also alters the temporal dynamics of vision. As predicted, action gamers showed reduced backward masking and an accompanying training study established the causal role of action game play in this enhancement. Implications of this result are discussed in the context of the faster reaction times and enhanced sensitivity also documented after action game play.
Adult brain plasticity, although possible, remains more restricted in scope than during development. Here, we address conditions under which circuit rewiring may be facilitated in the mature brain. At a cellular and molecular level, adult plasticity is actively limited. Some of these "brakes" are structural, such as perineuronal nets or myelin, which inhibit neurite outgrowth. Others are functional, acting directly upon excitatory-inhibitory balance within local circuits. Plasticity in adulthood can be induced either by lifting these brakes through invasive interventions or by exploiting endogenous permissive factors, such as neuromodulators. Using the amblyopic visual system as a model, we discuss genetic, pharmacological, and environmental removal of brakes to enable recovery of vision in adult rodents. Although these mechanisms remain largely uncharted in the human, we consider how they may provide a biological foundation for the remarkable increase in plasticity after action video game play by amblyopic subjects.
Visual perceptual learning models, as constrained by orientation and location specificities, propose that learning either reflects changes in V1 neuronal tuning or reweighting specific V1 inputs in either the visual cortex or higher areas. Here we demonstrate that, with a training-plus-exposure procedure, in which observers are trained at one orientation and either simultaneously or subsequently passively exposed to a second transfer orientation, perceptual learning can completely transfer to the second orientation in tasks known to be orientation-specific. However, transfer fails if exposure precedes the training. These results challenge the existing specific perceptual learning models by suggesting a more general perceptual learning process. We propose a rule-based learning model to explain perceptual learning and its specificity and transfer. In this model, a decision unit in high-level brain areas learns the rules of reweighting the V1 inputs through training. However, these rules cannot be applied to a new orientation/location because the decision unit cannot functionally connect to the new V1 inputs that are unattended or even suppressed after training at a different orientation/location, which leads to specificity. Repeated orientation exposure or location training reactivates these inputs to establish the functional connections and enable the transfer of learning.
Normal aging is associated with a degradation of perceptual abilities and a decline in higher-level cognitive functions, notably working memory. To remediate age-related deficits, cognitive training programs are increasingly being developed. However, it is not yet definitively established if, and by what mechanisms, training ameliorates effects of cognitive aging. Furthermore, a major factor impeding the success of training programs is a frequent failure of training to transfer benefits to untrained abilities. Here, we offer the first evidence of direct transfer-of-benefits from perceptual discrimination training to working memory performance in older adults. Moreover, using electroencephalography to evaluate participants before and after training, we reveal neural evidence of functional plasticity in older adult brains, such that training-induced modifications in early visual processing during stimulus encoding predict working memory accuracy improvements. These findings demonstrate the strength of the perceptual discrimination training approach by offering clear psychophysical evidence of transfer-of-benefit and a neural mechanism underlying cognitive improvement.
In many everyday situations, speed is of the essence. However, fast decisions typically mean more mistakes. To this day, it remains unknown whether reaction times can be reduced with appropriate training, within one individual, across a range of tasks, and without compromising accuracy. Here we review evidence that the very act of playing action video games significantly reduces reaction times without sacrificing accuracy. Critically, this increase in speed is observed across various tasks beyond game situations. Video gaming may therefore provide an efficient training regimen to induce a general speeding of perceptual reaction times without decreases in accuracy of performance.
Recent research has demonstrated enhanced visual attention and visual perception in individuals with extensive experience playing action video games. These benefits manifest in several realms, but much remains unknown about the ways in which video game experience alters perception and cognition. In the present study, we examined whether video game players' benefits generalize beyond vision to multisensory processing by presenting auditory and visual stimuli within a short temporal window to video game players and non-video game players. Participants performed two discrimination tasks, both of which revealed benefits for video game players: In a simultaneity judgment task, video game players were better able to distinguish whether simple visual and auditory stimuli occurred at the same moment or slightly offset in time, and in a temporal-order judgment task, they revealed an enhanced ability to determine the temporal sequence of multisensory stimuli. These results suggest that people with extensive experience playing video games display benefits that extend beyond the visual modality to also impact multisensory processing.
The coming of language occurs at about the same age in every healthy child throughout the world, strongly supporting the concept that genetically determined processes of maturation, rather than environmental influences, underlie capacity for speech and verbal understanding. Dr. Lenneberg points out the implications of this concept for the therapeutic and educational approach to children with hearing or speech deficits.
Despite a century's worth of research, arguments surrounding the question of whether far transfer occurs have made little progress toward resolution. The authors argue the reason for this confusion is a failure to specify various dimensions along which transfer can occur, resulting in comparisons of "apples and oranges." They provide a framework that describes 9 relevant dimensions and show that the literature can productively be classified along these dimensions, with each study situated at the intersection of Various dimensions. Estimation of a single effect size for far transfer is misguided in view of this complexity. The past 100 years of research shows that evidence for transfer under some conditions is substantial, but critical conditions for many key questions are untested.
This chapter describes the progress made toward understanding chess skill. It describes the work on perception in chess, adding some new analyses of the data. It presents a theoretical formulation to characterize how expert chess players perceive the chess board. It describes some tasks that correlate with chess skill and the cognitive processes of skilled chess players. It is believed that the demonstration of de Groot's, far from being an incidental side effect of chess skill, actually reveals one of the most important processes that underlie chess skill—the ability to perceive familiar patterns of pieces. In the first experiment discussed in the chapter, two tasks were used. The memory task was very similar to de Groot's task: chess players saw a position for 5 seconds and then attempted to recall it. Unlike de Groot, multiple trials were used—5 seconds of viewing followed by recall—until the position was recalled perfectly. The second task or the perception task for simplicity involved showing chess players a position in plain view.
-An assumption of Schmidt's schema theory is that variable practice will enhance the development of schema which will in turn facilitate transfer to situations requiring novel responses. This assumption has been supported in research with both open and closed tasks as defined by Poulton. In an open task-study the novel response was within the range of responses previously experienced by subjects. The present study using an open task concerned whether acquisition of novel responses outside the range of the subjects' past experience would be facilitated by variability of practice. The results confirmed schema theory. Subjects with variable practice showed greater transfer to a novel speed outside the range of training than subjects trained under constant practice. A generalization gradient was obtained. Further the novel conditions were from training conditions, the poorer the transfer ap peared to be. However, generalization decrement was attenuated with variable practice. One of the questions in motor learning which theorists have sought to answer concerns how novel responses are generated and acquired when individuals are confronted by novel stimulus situations or task demands. Schmidt's (1975) schema theory of discrete motor learning has stimulated much research
If human beings are believed to be individually unique, why are students evaluated with standardized tests? Differentiated instruction, honoring individual differences of each learner, provides an alternative answer to the question by employing tiered performance tasks to address personal needs in assessment situations. To explore the applicability of differentiated instruction in an English as a Foreign Language (EFL) environment, this case study explored Taiwanese college students’ perspectives on tiered performance tasks and educational implications of the perspectives with regard to EFL learning and teaching at the tertiary level. Grounded in the humanistic stance of education and sociocultural view of learning, the study’s premise is that culturally responsive learner-centered instruction will promote English learning experience in a Chinese context. Data gathering techniques employed included observations, interviews, videotaping, and artifact collection, while data analysis procedures followed a three-step process: data reduction, data display, and conclusion drawing and verification. A total of 12 participants demonstrated generally positive responses to tiered performance tasks offered in a final examination for a freshmen English listening and speaking class. An overall acceptance of the assessment strategy was generated through recognition and appreciation of choices of leveled tasks, heightened motivation, increased efforts, improved English skills, and greater confidence. Concerns caused by the challenging tasks included complexity level, time required to complete the task, partnership, and score. Affirmative results were particularly evident in low-ranking students. The acceptance of tiered performance tasks indicated that differentiated instruction is promising in supporting English language learning of college EFL learners in Taiwan. Implications pointed to the needs of an authentic assessment to link teaching and learning, as well as an equitable relationship between the educator and the learner. Suggestions for future research were offered.
Visual attention is the set of mechanisms by which relevant visual information is selected while irrelevant information is suppressed, thus allowing the observer to function in a world made up of nearly infinite visual information. Recently, those who habitually play video games have been documented to outperform novices in a variety of visual attentional capabilities, including attention in space, in time, and to objects. Training studies have established similar improvements in groups of nongamers given experience playing these video games. Critically, not all video games seem to have such a beneficial effect on attention; it seems that fast-paced, embodied visuo-motor tasks that require divided attention (tasks commonly found in popular action games like Halo) have the greatest effect. At the core of these action video game-induced improvements appears to be a remarkable enhancement in the ability to efficiently deploy endogenous attention. The implications of such an enhancement are relevant to a variety of real-world applications, such as work force training, rehabilitation of clinical populations, and improvement of traditional educational approaches. WIREs Cogni Sci 2011 2 222-230 DOI: 10.1002/wcs.116 For further resources related to this article, please visit the WIREs website.
© 2010 John Wiley & Sons, Ltd.
Amblyopia is a developmental abnormality that results from physiological alterations in the visual cortex and impairs form vision. It is a consequence of abnormal binocular visual experience during the “sensitive period” early in life. While amblyopia can often be reversed when treated early, conventional treatment is generally