Date of Award
2016
Document Type
Dissertation
Degree Name
Ph.D. in Psychology
Department
Psychology
First Advisor
Thomas W. Lombardo
Second Advisor
John P. Bentley
Third Advisor
Matthew Reysen
Relational Format
dissertation/thesis
Abstract
Video game playing (vgp) has become a popular and widespread form of entertainment over the past two decades. This form of media is now popular with children, adolescents, and adults alike. While most early research on the effects of vgp focused on the relation of violence in video games and expressions of aggression, more recent research has begun to explore possible beneficial effects of vgp. Study results have been inconsistent, with some suggesting that vgp may improve various cognitive skills such as spatial skills, attentional skills, executive control, and problem solving. Other studies refute or qualify these findings. Additionally, different types of games have been related to improvements in differing cognitive skills. A lack of consistency in vgp training programs and an abundance of correlational rather than causational studies have made interpretation of vgp training results murky at best. The current study aimed to clarify possible causal relationships between vgp and changes in cognitive skill. Novice game players were trained on two different vgp genres (strategy and action-shooter) and administered pre- and post-test batteries of cognitive skill. Forty-nine female participants played 20 hours of a randomly assigned video-game over the course of ten weeks and completed multiple cognitive skills tests pre- and post-study. Individuals who played the first-person shooter-style game exhibited significant improvements in attention, working memory, visuospatial skills, processing speed, and problem-solving. Individuals playing the strategy style game demonstrated significant improvements in working memory, problem-solving, and visuospatial skills as well. Both groups exhibited a decline in self-reported willingness to engage in social conversation following the training paradigm but no cognitive skill declines were observed. These findings have implications for the utility of commercial video-games as a cognitive skill building tool. They also support the potential efficacy of electronic media as a potentially useful means of addressing cognitive deficits while also remaining highly engaging and motivating for individuals to utilize.
Recommended Citation
Hollis, Sean, "Brain Drain Or Brain Gain? Cognitive Skill Training With Novice Video Game Players With Casual Video Games" (2016). Electronic Theses and Dissertations. 1137.
https://egrove.olemiss.edu/etd/1137
Concentration/Emphasis
Emphasis: Clinical Psychology