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Action video games and informal education: Effects on strategies for dividing visual attention
Abstract
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.
... environment (Corbetta and Shulman, 2002). One of the first scientific studies to address visual attention in AVGPs, compared to NVGPs, reported that they had lower costs associated with targets appearing at low-probability locations in a stimulus detection paradigm (Greenfield et al., 1994). Based on this finding, Greenfield et al. (1994) suggested that playing action video games may enhance the ability to allocate and divide attention, thereby improving visual search performance. ...
... One of the first scientific studies to address visual attention in AVGPs, compared to NVGPs, reported that they had lower costs associated with targets appearing at low-probability locations in a stimulus detection paradigm (Greenfield et al., 1994). Based on this finding, Greenfield et al. (1994) suggested that playing action video games may enhance the ability to allocate and divide attention, thereby improving visual search performance. ...
... Hence, the AVGP advantage consistently reported in other studies may be based on early, low-level processing. AVGPs have been shown to benefit from low-level spatial and temporal factors in their visual (Green and Bavelier, 2006;Greenfield et al., 1994;Schubert et al., 2015;Wong and Chang, 2018;Xuemin and Bin, 2010), auditory (Green et al., 2010;Stewart et al., 2019), or audiovisual (Zhang et al., 2017) search tasks. A recent meta-analysis confirmed a small impact of AVG playing on higher cognitive performance such as inhibition (g = 0.31, 95% CI [0.07, 0.56], df = 7.2, p = 0.02) and verbal cognition (g = 0.30, 95% CI [0.03, 0.56], df = 7.7 p = 0.033), while there was no significant impact on problemsolving in cross-sectional studies (Bediou et al., 2018). ...
Prior studies investigating the effects of routine action video game play have demonstrated improvements in a variety of cognitive processes, including improvements in attentional tasks. However, there is little evidence indicating that the cognitive benefits of playing action video games generalize from simplified unisensory stimuli to multisensory scenes — a fundamental characteristic of natural, everyday life environments. The present study addressed if video game experience has an impact on crossmodal congruency effects when searching through such multisensory scenes. We compared the performance of action video game players (AVGPs) and non-video game players (NVGPs) on a visual search task for objects embedded in video clips of realistic scenes. We conducted two identical online experiments with gender-balanced samples, for a total of . Overall, the data replicated previous findings reporting search benefits when visual targets were accompanied by semantically congruent auditory events, compared to neutral or incongruent ones. However, according to the results, AVGPs did not consistently outperform NVGPs in the overall search task, nor did they use multisensory cues more efficiently than NVGPs. Exploratory analyses with self-reported gender as a variable revealed a potential difference in response strategy between experienced male and female AVGPs when dealing with crossmodal cues. These findings suggest that the generalization of the advantage of AVG experience to realistic, crossmodal situations should be made with caution and considering gender-related issues.
... Outros estudos têm avaliado intervenções com o uso de jogos digitais para aprimoramento da atenção. O caso da investigação de Greenfield et al. (1994), os quais realizaram dois experimentos com estudantes universitários para investigar os efeitos da interação com games sobre a atenção visual dividida. Participaram dos experimentos, no primeiro 34 universitários e no segundo 40, todos do sexo masculino. ...
... Sobre os efeitos dos jogos sobre a atenção é preciso considerar o tipo de tarefa e atenção exigida. Ao avaliar-se a atenção visual, enquanto capacidade de filtrar rápida e eficientemente distratores visuais que são rapidamente apresentados, há fortes indícios de que os jogos digitais de ação melhoram muito essa habilidade (GREEN; BAVELIER, 2006;GREENFIELD, 1994;FENG;PRATT, 2008). Porém, se analisamos a capacidade de manter o foco em um fluxo de informações que evolui lentamente, como atenção na aula, há resultados de pesquisas que sugerem que o tempo total da tela e o vídeo tempo de interação com games em particular, pode ter efeitos negativos. . ...
Este trabalho aborda a capacidade de atenção e a intensa interação com as tecnologias digitais de acesso à informação e a comunicação na infância. O objetivo é analisar se a interação com as tecnologias e jogos digitais na infância interfere sobre o desempenho dos diferentes tipos de atenção. Realizou-se uma pesquisa ex post facto com 169 crianças de uma escola brasileira e de duas portuguesas, coletando dados por meio da aplicação de um questionário junto aos pais ou responsáveis e aplicação de uma bateria de testes psicológicos que mensuraram o desempenho da atenção concentrada, dividida e alternada. Os resultados indicaram que o smartphone é o dispositivo mais utilizado, a interação com jogos digitais e o acesso a vídeos são as atividades mais frequentes. Não se observou associação entre o tempo de acesso as tecnologias e jogos digitais e o desempenho dos diferentes tipos de atenção mensurados. Entretanto, as crianças portuguesas tiveram um desempenho da atenção signitivamente superior ao das crianças brasileiras. Ressalta-se que conhecer os diferentes fatores que influenciam sobre essa relação podem oferecer subsídios à organização dos currículos e políticas públicas de educação, bem como prevenir dificuldade de aprendizagem e zelar pela qualidade de vida e saúde das crianças e futuros adultos.
... In addition, reports were published that games are beneficial for cognitive functions [1]. The results of some studies showed that gamers have faster response times in processes that require rapid response [14]. The results of a meta-analysis study showed that games positively support visual perception [15]. ...
Objective: In this study, it was aimed to determine the relationship between the causes and duration of gaming and types of games and levels of anger among Turkish adolescents studying at high schools. Materials and Methods: The study was conducted using a cross-sectional descriptive design with adolescents enrolled in high schools in an Eastern Turkish province. A total of 819 adolescent students aged 13-18 were included in the study. Data were collected online through Google Forms, utilizing both the “Sociodemographic Form” and the “Adolescent Anger Rating Scale.” Results: The mean age of the adolescents was 15.52±1.29. Gender, academic performance, daily sleep duration, and daily walking distance were not found to be associated with anger levels. Additionally, there was no significant correlation between anger scores and the status of computer and smartphone usage. However, individuals who used smartphones for 3 hours or more for purposes such as gaming, entertainment, chatting, messaging, and socializing exhibited higher anger scores. Conclusion: Academic grades, the duration of smartphone usage, computer and smartphone use for gaming/entertainment, chatting, messaging, and socializing were found to be associated with anger. Specifically, extended periods of playing war, fighting, and similar games on both computers and smartphones were correlated with higher levels of anger. It would be advantageous for parents to monitor and regulate the content of the games their adolescents play, observe any behavioral differences, and take necessary precautions.
... A significant research interest emerged in investigating the positive influence of video games upon cognitive abilities [25,26,28,43,55,61,69,81,87]. In this regard, most of the literature investigated whether video game players (VGPs) outperform non-video game players (NVGPs) or not in terms of contrast sensitivity [52], temporal processing [24], change detection [14,27], selective visual attention [9,45], multiple objects apprehending [39], periphery and central vision [40], spatial resolution [41], attention skills [29], cognitive flexibility [17,38], executive control [80], multiple object tracking, cognitive control [67], encoding speed [86], processing speed, visual short-term memory [62], general speeding of perceptual reaction [30], working memory [11,18,82], and even probabilistic inference [42]. ...
Numerous scientific studies measured cognitive abilities through administered tests. Most of these traditional tests are inappropriate for several reasons, such as cost-ineffectiveness, tiresomeness, and invasiveness. The need is to build cost-effective, exciting, and plausibly engaging techniques that could noninvasively measure cognitive abilities. This paper presents LAS , an intelligent technique that utilizes non-invasively collected game analytics to automatically evaluate the cluster of three cognitive abilities (i.e. , Visual L ong-term Memory ( VLTM ), A nalytical Capability ( AC ), and Visual S hort-term Memory in Change Detection Paradigm ( VSTMiCDP )). The experimental group-based cross-generational cognitive evaluation in the game-based scenario established the potential of the proposed technique is twofold: 1) It successfully categorizes cluster of three targeted cognitive abilities within the 5-point evaluation sphere (i.e., 0–1 = very bad, 1–2 = bad, 2–3 = fair, 3–4 = good, 4–5 = excellent), and 2) It highly correlates with the results of a control group that are measured with three traditional cognitive tests.
Purpose: The goal of this study was to determine that video games can have a variety of effects on players, including improving working memory, cognitive flexibility, planning, spatial memory, emotions, and recognition through Digital Game-Based Learning Theoretical framework: Recent research has indicated positive outcomes for student performance and engagement in digital gaming in education with a significant impact on intrinsic motivation, game mechanics, and the learning process as a whole, with scientifically confirmed favourable consequences. DGBL is a recent creation, thus there is still a lot to research and discover about it. Design/methodology/approach: This study's objective was to gather and evaluate all empirical studies on improving cognitive abilities through game technology that had been published between 2000 and 2023. The author discusses a number of earlier research to investigate how game-based learning affects the growth of cognitive skills. 75 journal articles and 10 conference papers are examined by the author. The author also looks at three books about game-based learning. The author condenses his investigations into 58 articles by contrasting the various research gaps and approaches. The 58 articles included in this study were chosen from 30 reputable journals and provided trustworthy information as well as empirical evidence for further examination of the results of the 58 studies. These papers all drew their information from reliable sources with high indexes. Findings: According to the findings of this study, game-based learning should become an important tool and e-resource for future learning in universities, particularly in academic libraries. This research backs up previous findings that game based will play an important role in learning in the future. Research, Practical & Social implications: We Suggest that more studies on game-based learning need to be conducted in the future to produce an effective learning environment based on credible frameworks and ideas. Originality/value: The results indicate that the number of publications is growing and a consistent research framework and procedures for conducting reliable video game research must be developed. When arbitrary information is necessary to advance toward the objective of the game; the context in which the game is used. The study conclusions may be used as a general guideline to create a game-based technology model by indulging all the game elements and through that game-based technology the user will be tested to understand the enhancement of cognitive ability. This study may present the reader with further intriguing study subjects.
Undertaking cognitively stimulating activities over the course of life, such as playing brain games (BGs), is only possible if they continuously deliver a playful as well as playable experience. The understanding of how these subcomponents of experience (i.e. playfulness and playability) get influenced in both modes (single vs. two-player) of BGs was previously fuzzy. The objective of the presented research was to gain more insight into the preceding phenomenon. Various factors were recorded under both experience metrics (playfulness: engagement, enjoyment, and anxiety and playability: usability, adaptability, and non-invasiveness) during the presented research (n=117) that incorporates the series of BGs play. Statistical analysis was performed on the recorded data that revealed significant correlations between as well as within the factors of both experience metrics. The presented research further implicated the quantitative findings in relation to the employed BGs’ design and participants’ social interaction. Thus, it is concluded that both modes of BGs dominate one another in terms of arousing the various factors of both experience metrics; however, neither mode delivers playfulness and playability in an absolute manner.
The present study aimed to examine the associations among digital reading achievement, computer game playing, and reading attitudes using the Hong Kong data taken from the Programme for International Student Assessment (PISA) 2018 dataset. Both confirmatory factor analysis and structural equal modeling were adopted: 1) to identify the correlation among the three latent factors (i.e., digital reading achievement, computer game playing, and reading attitudes), 2) to measure the mediating effects of reading attitudes, and 3) to investigate the mediation relationship after controlling for gender difference. The results confirmed the importance of computer game playing and reading attitudes towards digital reading achievement. Specifically, computer game playing negatively correlated with digital reading achievement and reading attitudes, whereas reading attitudes positively correlated with computer-mediated reading performance even after gender was controlled. Interestingly, reading attitudes were found to mediate the magnitude of the impact of computer game playing on digital reading achievement. Taken together, the findings suggest: 1) excessive time spent in playing computer games results in poor performance in digitally assessed reading, 2) positive reading attitudes attenuate the negative effects of playing computer games against digital reading achievement, 3) such offsetting effect is even larger when controlling for gender.
This research investigated whether attentional resources can be simultaneously allocated to several locations in a visual display, whether the mode of processing (serial or parallel) can be switched within a trial, and the nature of the costs when attentional resources are concentrated on an invalid location. Subjects were required to determine which of two target letters was present in eight-letter circular displays. In precue conditions, a primary and a secondary target location were designated 150 ms before target onset by an indicator that varied in validity. In the control conditions no cue was provided. A second experiment verified several assumptions that had been made in interpreting the data of Experiment 1. Modifications in Jonides' (1983) two-process model were suggested in terms of a zoom lens model of attentional resources. Instead of two alternative processing modes, attentional resources are conceived as capable of distribution over the visual field, but with low resolving power, or as continuously constricting to small portions of the visual field with a concomitant increase in processing power.
In 3 experiments with 48 college students (18–33 yrs old), performance on well-practiced target detection tasks, both auditory and visual, was little influenced by the number of simultaneous nontargets, but suffered if simultaneous targets were detected separately. It is suggested that only targets need pass through a limited-capacity system leading to awareness (and hence availability for report); nontargets can be identified and rejected by earlier parallel, unconscious processes. Since nontarget words can be rejected on the basis of meaning, stimuli must be fully identified before the limited-capacity system. More generally, performance decrements due to divided attention are usually marked whenever simultaneous stimuli (psychophysical, verbal) must be identified separately and independently; under these circumstances all stimuli must pass through the limited-capacity system to awareness. (74 ref)
A battery of Performance Evaluation Tests for Environmental Research (PETER) that is suitable for use in repeated measures experiments is being developed at the Naval Biodynamics Laboratory. This paper describes the sources of tasks which have been considered for inclusion in PETER. It also lists the tests in the source batteries which have or have not yet been considered for inclusion in PETER. The performance content of the tests that have been considered is compared with the content of those that have not. Recommendations are made for selection of additional tests from the source batteries which will not be redundant with tests that already have been considered. This report puts PETER into the context of the tests and test batteries which came before it.
