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İleri Çİ, Erşan M, Kalaça D, Coşkun A, Göksun T, Küntay AC. Malleability of spatial skills: bridging developmental psychology and toy design for joyful STEAM development. Front Psychol 2023; 14:1137003. [PMID: 37771811 PMCID: PMC10523793 DOI: 10.3389/fpsyg.2023.1137003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 08/25/2023] [Indexed: 09/30/2023] Open
Abstract
Previous research has established that advances in spatial cognition predict STEAM success, and construction toys provide ample opportunities to foster spatial cognition. Despite various construction toy designs in the market, mostly brick-shaped building blocks are used in spatial cognition research. This group of toys is known to enhance mental rotation; however, mental rotation is not the only way to comprehend the environment three-dimensionally. More specifically, mental folding and perspective taking training have not received enough attention as they can also be enhanced with the construction toys, which are framed based on the 2×2 classification of spatial skills (intrinsic-static, intrinsic-dynamic, extrinsic-static, extrinsic-dynamic). To address these gaps, we compile evidence from both developmental psychology and toy design fields to show the central role played by mental folding and perspective taking skills as well as the importance of the variety in toy designs. The review was conducted systematically by searching peer reviewed design and psychology journals and conference proceedings. We suggest that, over and above their physical properties, construction toys offer affordances to elicit spatial language, gesture, and narrative among child-caregiver dyads. These interactions are essential for the development of spatial skills in both children and their caregivers. As developmental psychology and toy design fields are two domains that can contribute to the purpose of developing construction toys to boost spatial skills, we put forward six recommendations to bridge the current gaps between these fields. Consequently, new toy designs and empirical evidence regarding malleability of different spatial skills can contribute to the informal STEAM development.
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Affiliation(s)
| | - Melisa Erşan
- Department of Design and Technology, Parsons School of Design, The New School New York, NY, United States
| | - Duru Kalaça
- Department of Psychology, Koç University, Istanbul, Türkiye
- Department of Media and Visual Arts, Koç University, Istanbul, Türkiye
| | - Aykut Coşkun
- Koç University-Arçelik Research Center for Creative Industries, Koç University, Istanbul, Türkiye
| | - Tilbe Göksun
- Department of Psychology, Koç University, Istanbul, Türkiye
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Wang H, Li L, Zhang P. Gender Differences in Mental Rotational Training Based on Computer Adaptive Tests. Behav Sci (Basel) 2023; 13:719. [PMID: 37753997 PMCID: PMC10525974 DOI: 10.3390/bs13090719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 08/10/2023] [Accepted: 08/28/2023] [Indexed: 09/28/2023] Open
Abstract
Mental rotation tasks have been widely used to assess individuals' spatial cognition and the ability to mentally manipulate objects. This study employed a computerized adaptive training method to investigate the behavioral performance of participants of different genders in mental rotation tasks with different rotation angles before and after training. A total of 44 Chinese university students participated in the experiment, with the experimental group undergoing a five-day mental rotation training program. During the training phase, a three-down/one-up staircase procedure was used to adjust the stimulus levels (response time) based on participants' responses. The results showed that the training had a facilitative effect on the mental rotation ability of both male and female participants, and it was able to eliminate the gender differences in mental rotation performance. Regarding the angles, we observed that the improvement in the angles involved in the training was significantly higher compared to untrained angles. However, no significant differences in improvement were found among the three trained angles. In summary, these findings demonstrate the effectiveness of computerized adaptive training methods in improving mental rotation ability and highlight the influence of gender and angles on learning outcomes.
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Affiliation(s)
| | | | - Pan Zhang
- Department of Psychology, Hebei Normal University, Shijiazhuang 050024, China; (H.W.); (L.L.)
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Tsigeman ES, Likhanov MV, Budakova AV, Akmalov A, Sabitov I, Alenina E, Bartseva K, Kovas Y. Persistent gender differences in spatial ability, even in STEM experts. Heliyon 2023; 9:e15247. [PMID: 37101649 PMCID: PMC10123158 DOI: 10.1016/j.heliyon.2023.e15247] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 03/29/2023] [Accepted: 03/30/2023] [Indexed: 04/28/2023] Open
Abstract
Background Spatial ability (SA) shows wide variability. One proposed explanation for the observed individual difference in SA is variability in interest and engagement in activities that promote spatial ability. Research also robustly shown that males on average outperform females in most aspects of SA. Previous studies have identified a number of activities that can potentially contribute to both individual and gender differences in SA, including tinkering with electronics, particular sports activities, and designing. However, the findings regarding these links are inconsistent. One way to investigate these links is to compare the groups that are intensively engaged with these activities. Aim The present study aims to evaluate the robustness of these links by comparing SA in adolescents with expertise in STEM, arts, and sports, with their unselected peers. We also aimed to assess whether gender differences in SA are still present in expert groups. Methods The data on ten small-scale SA tests was collected in an unselected sample of adolescents (N = 864, Mean age = 15.4, SD = 1.1); as well as in 3 samples of adolescents with expertise in STEM (N = 667, Mean age = 15, SD = 1.2); in Arts (N = 280, Mean age = 15, SD = 1.2) and in Sports (N = 444, Mean age = 14.3, SD = 0.7). Results Out of the three expert groups, only STEM experts on average outperformed the unselected group on all SA tasks. The STEM experts also outperformed Arts and Sports experts. Gender differences persisted in all expert groups, with moderate effect sizes. Discussion Findings support previously established links between spatial ability and STEM-related expertise. In contrast, such links were not found for expertise in arts and sports. Consistent with previous research, we found gender differences in SA for all samples, which persisted in STEM experts.
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Affiliation(s)
| | - Maxim V. Likhanov
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | | | - Aydar Akmalov
- Kazan Open University of Talents 2.0, Kazan, Republic of Tatarstan, Russia
| | | | | | - Ksenia Bartseva
- Laboratory for Social and Cognitive Informatics, Higher School of Economics, Saint Petersburg, Russia
| | - Yulia Kovas
- Department of Psychology, Goldsmiths, University of London, London, UK
- Corresponding author.
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Na Y, Clary DW, Rose-Reneau ZB, Segars L, Hanson A, Brauer P, Wright BW, Keim SA. Spatial Visualization of Human Anatomy through Art Using Technical Drawing Exercises. ANATOMICAL SCIENCES EDUCATION 2022; 15:587-598. [PMID: 33797858 DOI: 10.1002/ase.2080] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2019] [Revised: 03/26/2021] [Accepted: 03/29/2021] [Indexed: 06/12/2023]
Abstract
Spatial visualization, the ability to mentally rotate three-dimensional (3D) images, plays a significant role in anatomy education. This study examines the impact of technical drawing exercises on the improvement of spatial visualization and anatomy education in a Neuroscience course. First-year medical students (n = 84) were randomly allocated into a control group (n = 41) or art-training group (n = 43). Variables including self-reported artistic drawing ability, previous technical drawing experience, or previous anatomy laboratory exposure were gathered. Participants who self-identified as artistic individuals were equally distributed between the two groups. Students in the art-training group attended four 1-hour sessions to solve technical drawing worksheets. All participants completed two Mental Rotations Tests (MRT), which were used to assess spatial visualization. Data were also collected from two neuroscience written examinations and an anatomical "tag test" practical examination. Participants in the art-training and control groups improved on the MRT. The mean of written examination two was significantly higher (P = 0.007) in the art-training group (12.95) than the control group (11.48), and higher (P = 0.027) in those without technical drawing experience (12.44) than those with (11.00). The mean of the anatomical practical was significantly higher (P = 0.010) in those without artistic ability (46.24) than those with (42.00). These results suggest that completing technical drawing worksheets may aid in solving anatomy-based written examination questions on complex brain regions, but further research is needed to determine its implication on anatomy practical scores. These results propose a simple method of improving spatial visualization in anatomy education.
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Affiliation(s)
- Youjin Na
- College of Medicine, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Farber-McIntire Campus, Joplin, Missouri
| | - Derek W Clary
- College of Medicine, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Anesthesiology, Washington University School of Medicine, Barnes-Jewish Hospital, St. Louis, Missouri
| | - Zakary B Rose-Reneau
- College of Medicine, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Larry Segars
- Department of Basic Sciences, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Pharmacology, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Andrea Hanson
- Department of Assessment, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Philip Brauer
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Farber-McIntire Campus, Joplin, Missouri
| | - Barth W Wright
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Sarah A Keim
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Surgery, University of Kansas Medical Center, Kansas City, Missouri
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Lu Y, Li M, Cui Z, Wang L, Hu Y, Zhou X. Transfer effects of abacus training on cognition. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01968-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Taylor B, Yam A, Belchior P, Marsiske M. Videogame and Computer Intervention Effects on Older Adults' Mental Rotation Performance. Games Health J 2021; 10:198-203. [PMID: 34143669 DOI: 10.1089/g4h.2020.0128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Objective: This article examined older adults' performance on two components of a mental rotation task (reaction time and rotation rate) in a home-based intervention study of videogame (Crazy Taxi [CT]) and computerized cognitive training (PositScience InSight). Materials and Methods: Participants were randomized to one of three groups: one group played an off-the-shelf videogame (i.e., CT), the second group engaged in a computerized training program focused on fast perceptual comparisons, visuospatial working memory, rapid scanning of a visual array and pattern recognition, visual discrimination, and selective and divided attention and processing speed (i.e., InSight), and the third (control) group received no training. Training in the two intervention conditions consisted of 60 training sessions of 1 hour each, which were completed in 3 months (5 hours a week). As part of a larger study, participants received mental rotation testing, which was administered immediately before (baseline), after (post-test), and 3 months after (follow-up) training. Results: Although the InSight group showed greater improvements in rotation rate at the immediate post-test, by the 3-month follow-up, the combined treatment groups (CT and InSight) had improved more than controls. Conclusion: The improvements in mental rotation performance found at 3-month follow-up add additional support to previous research, showing visuospatial benefits of both videogame play and cognitive training in older adults. Common elements of both interventions may include expansion of the attentional field of view and faster visual comparison efficiency.
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Affiliation(s)
- Brad Taylor
- Department of Clinical and Health Psychology, University of Florida, Gainesville, Florida, USA
| | - Anna Yam
- Bloom Psychology, San Diego, California, USA
| | - Patricia Belchior
- School of Physical and Occupational Therapy, McGill University, Montreal, Canada
| | - Michael Marsiske
- Department of Clinical and Health Psychology, University of Florida, Gainesville, Florida, USA
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Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09487-z] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Pallavicini F, Ferrari A, Mantovani F. Video Games for Well-Being: A Systematic Review on the Application of Computer Games for Cognitive and Emotional Training in the Adult Population. Front Psychol 2018; 9:2127. [PMID: 30464753 PMCID: PMC6234876 DOI: 10.3389/fpsyg.2018.02127] [Citation(s) in RCA: 64] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Accepted: 10/15/2018] [Indexed: 12/18/2022] Open
Abstract
Background: Although several excellent reviews and meta-analyses have investigated the effect of video game trainings as tools to enhance well-being, most of them specifically focused on the effects of digital games on brain plasticity or cognitive decline in children and seniors. On the contrary, only one meta-analysis results to be focused on the adult population, and it is restricted to examining the effects of training with a particular genre of games (action video games) on cognitive skills of healthy adults. Objectives: This systematic review was aimed to identify research evidences about the impact on cognitive [i.e., processing and reaction times (RTs), memory, task-switching/multitasking, and mental spatial rotation] and emotional skills of video games training in the healthy adult population. Methods: A multi-component analysis of variables related to the study, the video games, and the outcomes of the training was made on the basis of important previous works. Databases used in the search were PsycINFO, Web of Science (Web of Knowledge), PubMed, and Scopus. The search string was: [(“Video Games” OR “Computer Games” OR “Interactive Gaming”)] AND [(“Cognition”) OR (“Cognitive”) OR (“Emotion”) OR (“Emotion Regulation”)] AND [“Training”]. Results: Thirty-five studies met the inclusion criteria and were further classified into the different analysis' variables. The majority of the retrieved studies used commercial video games, and action games in particular, which resulted to be the most commonly used, closely followed by puzzle games. Effect sizes for training with video games on cognitive skills in general ranged from 0.06 to 3.43: from 0.141 to 3.43 for processing and RTs, 0.06 to 1.82 for memory, 0.54 to 1.91 for task switching/multitasking, and 0.3 to 3.2 for mental spatial rotation; regarding video games for the training of emotional skills, effect sizes ranged from 0.201 to 3.01. Conclusion: Overall, findings give evidences of benefits of video games training on cognitive and emotional skills in relation to the healthy adult population, especially on young adults. Efficacy has been demonstrated not only for non-commercial video games or commercial brain-training programs, but for commercial video games as well.
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Affiliation(s)
- Federica Pallavicini
- Riccardo Massa Department of Human Sciences for Education, University of Milan Bicocca, Milan, Italy
| | - Ambra Ferrari
- Riccardo Massa Department of Human Sciences for Education, University of Milan Bicocca, Milan, Italy
| | - Fabrizia Mantovani
- Riccardo Massa Department of Human Sciences for Education, University of Milan Bicocca, Milan, Italy
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Fernández-Méndez LM, Contreras MJ, Elosúa MR. Developmental differences between 1st and 3rd year of Early Childhood Education (preschool) in mental rotation and its training. PSYCHOLOGICAL RESEARCH 2018; 84:1056-1064. [PMID: 30269273 DOI: 10.1007/s00426-018-1104-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2018] [Accepted: 09/25/2018] [Indexed: 11/27/2022]
Abstract
Research has shown that mental rotation (MR) can be improved through training. However, studies with preschool children are very scarce, due in part to the lack of consensus as to the age at which this ability arises and can be trained, and due to the difficulties of working on the understanding of this ability when it begins to develop. The present study was designed to observe the effect of an MR training on 1st (3-4-year-old children) and 3rd year (5-6-year-old children) of Early Childhood Education (preschool), as well as the development of this ability between both courses. Finally, this study aimed to analyze the differential increase of the training effect in relation to the initial MR ability of the participants. The results showed a significant improvement in the participants who underwent training in 3rd year of preschool, with the trained group showing a marginal improvement in 1st year of preschool. The older group showed lower error rates in training performance than the younger group, the latter having a linear decrease in performance as the angular disparity increased. In addition, in relation to training, a greater increase of MR was observed in the 3rd year preschoolers with lower scores in the pretest. These results suggest that MR is in full development and that it is a spatial ability that can be trained at preschool ages. In addition, the possibility of enhancing this ability to a greater extent in preschoolers who exhibit lower initial MR level is especially relevant.
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Affiliation(s)
- Laura M Fernández-Méndez
- Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain.
- Departamento de Psicología Básica I, Facultad de Psicología, UNED, Juan del Rosal, 10, 28040, Madrid, Spain.
| | | | - M Rosa Elosúa
- Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
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10
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Spatial Visualization ability improves with and without studying Technical Drawing. Cogn Process 2018; 19:387-397. [DOI: 10.1007/s10339-018-0859-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2017] [Accepted: 03/21/2018] [Indexed: 11/26/2022]
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Simons DJ, Boot WR, Charness N, Gathercole SE, Chabris CF, Hambrick DZ, Stine-Morrow EAL. Do "Brain-Training" Programs Work? Psychol Sci Public Interest 2018; 17:103-186. [PMID: 27697851 DOI: 10.1177/1529100616661983] [Citation(s) in RCA: 562] [Impact Index Per Article: 93.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
In 2014, two groups of scientists published open letters on the efficacy of brain-training interventions, or "brain games," for improving cognition. The first letter, a consensus statement from an international group of more than 70 scientists, claimed that brain games do not provide a scientifically grounded way to improve cognitive functioning or to stave off cognitive decline. Several months later, an international group of 133 scientists and practitioners countered that the literature is replete with demonstrations of the benefits of brain training for a wide variety of cognitive and everyday activities. How could two teams of scientists examine the same literature and come to conflicting "consensus" views about the effectiveness of brain training?In part, the disagreement might result from different standards used when evaluating the evidence. To date, the field has lacked a comprehensive review of the brain-training literature, one that examines both the quantity and the quality of the evidence according to a well-defined set of best practices. This article provides such a review, focusing exclusively on the use of cognitive tasks or games as a means to enhance performance on other tasks. We specify and justify a set of best practices for such brain-training interventions and then use those standards to evaluate all of the published peer-reviewed intervention studies cited on the websites of leading brain-training companies listed on Cognitive Training Data (www.cognitivetrainingdata.org), the site hosting the open letter from brain-training proponents. These citations presumably represent the evidence that best supports the claims of effectiveness.Based on this examination, we find extensive evidence that brain-training interventions improve performance on the trained tasks, less evidence that such interventions improve performance on closely related tasks, and little evidence that training enhances performance on distantly related tasks or that training improves everyday cognitive performance. We also find that many of the published intervention studies had major shortcomings in design or analysis that preclude definitive conclusions about the efficacy of training, and that none of the cited studies conformed to all of the best practices we identify as essential to drawing clear conclusions about the benefits of brain training for everyday activities. We conclude with detailed recommendations for scientists, funding agencies, and policymakers that, if adopted, would lead to better evidence regarding the efficacy of brain-training interventions.
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Affiliation(s)
- Daniel J Simons
- Department of Psychology, University of Illinois at Urbana-Champaign
| | | | - Neil Charness
- Department of Psychology, Florida State University Institute for Successful Longevity, Florida State University
| | - Susan E Gathercole
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge, UK School of Clinical Medicine, University of Cambridge
| | | | | | - Elizabeth A L Stine-Morrow
- Department of Educational Psychology, University of Illinois at Urbana-Champaign Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign
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13
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Acute effects of exergames on cognitive function of institutionalized older persons: a single-blinded, randomized and controlled pilot study. Aging Clin Exp Res 2017; 29:387-394. [PMID: 27256080 DOI: 10.1007/s40520-016-0595-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2016] [Accepted: 05/19/2016] [Indexed: 10/21/2022]
Abstract
BACKGROUND Improvements on balance, gait and cognition are some of the benefits of exergames. Few studies have investigated the cognitive effects of exergames in institutionalized older persons. AIMS To assess the acute effect of a single session of exergames on cognition of institutionalized older persons. METHODS Nineteen institutionalized older persons were randomly allocated to Wii (WG, n = 10, 86 ± 7 year, two males) or control groups (CG, n = 9, 86 ± 5 year, one male). The WG performed six exercises with virtual reality, whereas CG performed six exercises without virtual reality. Verbal fluency test (VFT), digit span forward and digit span backward were used to evaluate semantic memory/executive function, short-term memory and work memory, respectively, before and after exergames and Δ post- to pre-session (absolute) and Δ % (relative) were calculated. Parametric (t independent test) and nonparametric (Mann-Whitney test) statistics and effect size were applied to tests for efficacy. RESULTS VFT was statistically significant within WG (-3.07, df = 9, p = 0.013). We found no statistically significant differences between the two groups (p > 0.05). Effect size between groups of Δ % (median = 21 %) showed moderate effect for WG (0.63). DISCUSSION Our data show moderate improvement of semantic memory/executive function due to exergames session. It is possible that cognitive brain areas are activated during exergames, increasing clinical response. CONCLUSION A single session of exergames showed no significant improvement in short-term memory, working memory and semantic memory/executive function. The effect size for verbal fluency was promising, and future studies on this issue should be developed. PROTOCOL NUMBER OF BRAZILIAN REGISTRY OF CLINICAL TRIALS RBR-6rytw2.
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Rodán A, Contreras MJ, Elosúa MR, Gimeno P. Experimental But Not Sex Differences of a Mental Rotation Training Program on Adolescents. Front Psychol 2016; 7:1050. [PMID: 27462290 PMCID: PMC4940366 DOI: 10.3389/fpsyg.2016.01050] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2016] [Accepted: 06/27/2016] [Indexed: 11/29/2022] Open
Abstract
Given the importance of visuospatial processing in areas related to the STEM (Science, Technology, Engineering, and Mathematics) disciplines, where there is still a considerable gap in the area of sex differences, the interest in the effects of visuospatial skills training continues to grow. Therefore, we have evaluated the visuospatial improvement of adolescents after performing a computerized mental rotation training program, as well as the relationship of this visuospatial ability with other cognitive, emotional factors and those factors based on the experience with videogames. The study, which was performed on students aged 14 and 15 years old, showed a significant improvement in this visuospatial skill for a training group (n = 21) compared to a control group (n = 24). Furthermore, no significant sex differences were obtained for spatial ability or for any of the other tasks evaluated, either before or after training. Regarding the relationship between skills, a significant correlation between experience with video games and spatial ability was found, as well as between mathematical reasoning and intelligence and with spatial ability in the initial phase for the total sample. These findings are discussed from a cognitive point of view and within the current sociocultural context, where the equal use of new technologies could help reduce the visuospatial gap between sexes.
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Affiliation(s)
- Antonio Rodán
- CEU-San Pablo UniversityMadrid, Spain; Universidad Nacional de Educación a DistanciaMadrid, Spain
| | | | - M Rosa Elosúa
- Universidad Nacional de Educación a Distancia Madrid, Spain
| | - Patricia Gimeno
- Universidad Nacional de Educación a DistanciaMadrid, Spain; Spanish Ministry of EducationMadrid, Spain
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Wang P, Liu HH, Zhu XT, Meng T, Li HJ, Zuo XN. Action Video Game Training for Healthy Adults: A Meta-Analytic Study. Front Psychol 2016; 7:907. [PMID: 27378996 PMCID: PMC4911405 DOI: 10.3389/fpsyg.2016.00907] [Citation(s) in RCA: 75] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2016] [Accepted: 06/01/2016] [Indexed: 11/13/2022] Open
Abstract
Action video game (AVG) has attracted increasing attention from both the public and from researchers. More and more studies found video game training improved a variety of cognitive functions. However, it remains controversial whether healthy adults can benefit from AVG training, and whether young and older adults benefit similarly from AVG training. In the present study, we aimed to quantitatively assess the AVG training effect on the cognitive ability of adults and to compare the training effects on young and older adults by conducting a meta-analysis on previous findings. We systematically searched video game training studies published between January 1986 and July 2015. Twenty studies were included in the present meta-analysis, for a total of 313 participants included in the training group and 323 participants in the control group. The results demonstrate that healthy adults achieve moderate benefit from AVG training in overall cognitive ability and moderate to small benefit in specific cognitive domains. In contrast, young adults gain more benefits from AVG training than older adults in both overall cognition and specific cognitive domains. Age, education, and some methodological factors, such as the session duration, session number, total training duration, and control group type, modulated the training effects. These meta-analytic findings provide evidence that AVG training may serve as an efficient way to improve the cognitive performance of healthy adults. We also discussed several directions for future AVG training studies.
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Affiliation(s)
- Ping Wang
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of SciencesBeijing, China; University of Chinese Academy of SciencesBeijing, China
| | - Han-Hui Liu
- Youth Work Department, Chinese Youth University for Political Studies Beijing, China
| | - Xing-Ting Zhu
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences Beijing, China
| | - Tian Meng
- Youth Work Department, Chinese Youth University for Political Studies Beijing, China
| | - Hui-Jie Li
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences Beijing, China
| | - Xi-Nian Zuo
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences Beijing, China
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