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Cheng X, Yan Y, Hu T, Lv Y, Zeng Y. A review of the effect of the light environment of the VDT workspace on the "learning to learn" effect of video game training. Front Neurosci 2023; 17:1093602. [PMID: 36908803 PMCID: PMC9998512 DOI: 10.3389/fnins.2023.1093602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 01/30/2023] [Indexed: 03/14/2023] Open
Abstract
In recent years, the role of video games in enhancing brain plasticity and learning ability has been verified, and this learning transfer is known as the "learning to learn" effect of video game training. At the same time, against the background of healthy lighting, the influence of non-visual effects of light environment on the human rhythmic system has been gradually confirmed. As a special operation form of Visual Display Terminal (VDT) operation, video game training has a high dependence on VDT equipment and the VDT screen, and the background usually has a huge difference in brightness. Compared with the light environment of ordinary operation space, the light environment of VDT operation space is more complex. This complex light environment's non-visual effects cause human emotions, alertness, fatigue, cognitive ability, and other changes, which may affect the efficiency of the "learning to learn" effect of video game training. This article focuses on the impact of the light environment in the VDT workspace on the "learning to learn" effect of video game training. It first traces the factors that trigger the "learning to learn" effect of video game training, that is, the improvement of people's attention, perception, and cognitive ability. Then, the influencing mechanism and the evaluation method of the VDT workspace space light environment on the human rhythm system are discussed based on the basic theory of photobiological effect. In addition, the VDT display lighting light time pattern, photophysical properties, regulation, and protection mechanism on the human rhythm system are studied to demonstrate the VDT workspace light environment's special characteristics. Finally, combined with the progress of artificial lighting technology and the research results of health lighting, given the "learning to learn" effect of video game training, some thoughts on the design of the light environment of the workplace and future research directions are presented.
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Affiliation(s)
- Xiang Cheng
- Faculty of Architecture and Urban Planning, Chongqing University, Chongqing, China
- Key Laboratory of the Ministry of Education of Mountainous City and Towns Construction and New Technology, Chongqing University, Chongqing, China
| | - Yonghong Yan
- Faculty of Architecture and Urban Planning, Chongqing University, Chongqing, China
- Key Laboratory of the Ministry of Education of Mountainous City and Towns Construction and New Technology, Chongqing University, Chongqing, China
| | - Tao Hu
- Faculty of Architecture and Urban Planning, Chongqing University, Chongqing, China
- Key Laboratory of the Ministry of Education of Mountainous City and Towns Construction and New Technology, Chongqing University, Chongqing, China
| | - Yinghui Lv
- Faculty of Architecture and Urban Planning, Chongqing University, Chongqing, China
- Key Laboratory of the Ministry of Education of Mountainous City and Towns Construction and New Technology, Chongqing University, Chongqing, China
| | - Yue Zeng
- Faculty of Architecture and Urban Planning, Chongqing University, Chongqing, China
- Key Laboratory of the Ministry of Education of Mountainous City and Towns Construction and New Technology, Chongqing University, Chongqing, China
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Jirout JJ, Eisen S, Robertson ZS, Evans TM. Mother-child synchrony is high across child executive function levels for both physical and digital spatial play. Trends Neurosci Educ 2022; 29:100183. [PMID: 36470613 DOI: 10.1016/j.tine.2022.100183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 07/19/2022] [Accepted: 08/09/2022] [Indexed: 01/13/2023]
Abstract
PURPOSE Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and responsiveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play. PROCEDURES We tested whether children's executive function relates to mother-child synchrony during physical and digital play in sixty mother-child dyads. MAIN FINDINGS Mother-child synchrony did not relate to children's executive function or differ by play type (physical, digital), though during digital play mother-child synchrony was higher for girls relative to boys. CONCLUSIONS The findings suggest that mother-child synchrony is not influenced by children's executive function and physical and digital play can be similarly beneficial in offering the opportunity for responsive, reciprocal, dynamic interactions. The sex difference suggests that further factors should be explored as influences of play synchrony.
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Affiliation(s)
- Jamie J Jirout
- School of Education and Human Development, University of Virginia, 405 Emmet Street South, Charlottesville, VA 22903, United States.
| | - Sierra Eisen
- Department of Psychology, University of Virginia, United States
| | - Zoe S Robertson
- Department of Psychology, University of Virginia, United States
| | - Tanya M Evans
- School of Education and Human Development, University of Virginia, 405 Emmet Street South, Charlottesville, VA 22903, United States
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Optimizing the Development of Space-Temporal Orientation in Physical Education and Sports Lessons for Students Aged 8–11 Years. CHILDREN 2022; 9:children9091299. [PMID: 36138608 PMCID: PMC9497162 DOI: 10.3390/children9091299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Revised: 08/22/2022] [Accepted: 08/25/2022] [Indexed: 11/17/2022]
Abstract
The purpose of this research was to analyze how we can improve the space–temporal orientation ability with the help of physical exercises in physical education and sports lessons. In total,148 children between the ages of 8 and 11 participated in this study (M = 9.70; SD = 0.79). They were subjected to three tests, which measured general intelligence (Raven Progressive Matrices) and space–temporal orientation skills (Piaget-Head test and Bender–Santucci test). The tests were carried out both in the pre-test and in the post-test period. In the case of participants in the experimental group, a specific program was applied for a period of 12 weeks. The results showed that general intelligence level was identified as a predictor of spatial–temporal orientation (beta = 0.17, t = 2.08, p = 0.03) but only for the Piaget-Head test. Similarly, no differences between children’s age groups were identified in any of the spatial–temporal orientation test scores. However, children in the “+9” age category had higher scores on the intelligence test compared to younger children (77.31 vs. 35.70). In conclusion, the intervention program had a positive effect on spatial orientation skills.
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Samson AD, Rohr CS, Park S, Arora A, Ip A, Tansey R, Comessotti T, Madigan S, Dewey D, Bray S. Videogame exposure positively associates with selective attention in a cross-sectional sample of young children. PLoS One 2021; 16:e0257877. [PMID: 34570826 PMCID: PMC8476027 DOI: 10.1371/journal.pone.0257877] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Accepted: 09/13/2021] [Indexed: 11/18/2022] Open
Abstract
There is growing interest in how exposure to videogames is associated with young children's development. While videogames may displace time from developmentally important activities and have been related to lower reading skills, work in older children and adolescents has suggested that experience with attention-demanding/fast-reaction games positively associates with attention and visuomotor skills. In the current study, we assessed 154 children aged 4-7 years (77 male; mean age 5.38) whose parents reported average daily weekday recreational videogame time, including information about which videogames were played. We investigated associations between videogame exposure and children's sustained, selective, and executive attention skills. We found that videogame time was significantly positively associated only with selective attention. Longitudinal studies are needed to elucidate the directional association between time spent playing recreational videogames and attention skills.
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Affiliation(s)
- Alexandria D. Samson
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Rotman Research Institute, Baycrest Centre, Toronto, Ontario, Canada
- Department of Psychology, University of Toronto, Toronto, Ontario, Canada
| | - Christiane S. Rohr
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Suhyeon Park
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Anish Arora
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Amanda Ip
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Ryann Tansey
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Tiana Comessotti
- Child and Adolescent Imaging Research (CAIR) Program, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Sheri Madigan
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada
| | - Deborah Dewey
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Signe Bray
- Alberta Children’s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Child and Adolescent Imaging Research (CAIR) Program, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- * E-mail:
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Bower CA, Zimmermann L, Verdine BN, Pritulsky C, Golinkoff RM, Hirsh-Pasek K. Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materials. Dev Sci 2021; 25:e13148. [PMID: 34235822 DOI: 10.1111/desc.13148] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 05/29/2021] [Accepted: 06/21/2021] [Indexed: 11/29/2022]
Abstract
Spatial skills support STEM learning and achievement. However, children from low-socioeconomic (SES) backgrounds typically lag behind their middle- and high-SES peers. We asked whether a digital educational app-designed to mirror an already successful, spatial assembly training program using concrete materials-would be as effective for facilitating spatial skills in under-resourced preschoolers as the concrete materials. Three-year-olds (N = 61) from under-resourced backgrounds were randomly assigned to a business-as-usual control group or to receive 5 weeks of spatial training using either concrete, tangible materials or a digital app on a tablet. The spatial puzzles used were an extension of items from the Test of Spatial Assembly (TOSA). Preschoolers were pretested and posttested on new two-dimensional (2D) TOSA trials. Results indicate that both concrete and digital spatial training increased performance on the 2D-TOSA compared to the control group. The two trainings did not statistically differ from one another suggesting that educational spatial apps may be one route to providing early foundational skills to children from under-resourced backgrounds.
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Affiliation(s)
- Corinne A Bower
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
| | - Laura Zimmermann
- School of Education, University of Delaware, Newark, Delaware, USA
| | - Brian N Verdine
- School of Education, University of Delaware, Newark, Delaware, USA
| | - Calla Pritulsky
- School of Education, University of Delaware, Newark, Delaware, USA
| | | | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
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