Cognitive abilities from computer games.

[Paul Pivec]

My research suggests that video game players have, on average, much higher cognitive abilities than non-players. Experiments done show that players have above average scores in tests such as digit-span forward, divided attention, and spatial recognition abilities.

However, the question still to be answered is do these games increase such abilities or do people with higher cognitive function gravitate towards playing games?

A study of over 500 random participants highlighted that players who class themselves as expert players (and specifically role-play games) scored significantly higher than novice players and non-players. But it must be also concluded that games like Nintendo's brain training, are simply drill and practice for tests as stated above. Hence, as practice makes perfect, players will always score higher and the more expert the player , the higher the score.

So are brain training games increasing the players cognitive ability or just teaching them to pass the test? And does the immersive environment of a compelling Role-Play Game merely motivate the player to fine tune their executive functions or do they also learn meta-cognitive techniques to enhance their learning? Long term studies by doing pre-test and post-test are not really possible as you cannot isolate the player from all other facets in their live that may improve basic cognitive abilities. My past and current experiments conclude that games do accelerate these executive functions within the player, but results can never be conclusive and can only suggest.

Food for thought! What is your opinion, I would be interested in discussing this.

[Pau]

Following I write a debatable theory about GBLs and finally try to answer some questions. Please let us know your opinion about these ideas.

Every action that requires an effort from the user (player), could be understood as a training to improve the ability to do these kind of actions. In this way we could think in a athlete doing his exercises or a football player practising in a match. In the case of cognitive abilities we could think in a person making sums or filling in a sudoku.

- To answer your first question, we should pay attention to the motivation and the .

However, the question still to be answered is do these games increase such abilities or do people with higher cognitive function gravitate towards playing games?

I'm quite sure, we could find a correlation between players that arrive to an expert level and people that satisfies their expectations in the game, and so they became motivated and plays more till become an expert. At this point we could conclude that people with hight cognitive abilities gravitate towards games. But, when playing usually it requires some effort/attention, and so the player is developing his abilities.
To conclude, people with aptitudes will be engaged as players and they will develop their abilities thanks to games.

- Answering to the questions brain training:

So are brain training games increasing the players cognitive ability or just teaching them to pass the test?

Brain training requires a conscious and voluntary actions, and so the attention and effort of the player. Which means, that they are developing a cognitive ability.
The question here should be if the abilities they are developing will help the player outside the game (in the real world) or just to pass the test?

- About role games:

And does the immersive environment of a compelling Role-Play Game merely motivate the player to fine tune their executive functions or do they also learn meta-cognitive techniques to enhance their learning?

Role games develops the ability to change the point of view in the players. And that will help the student to enhance their learning.
What is your opinion about to conclude a role session with a reflective exercise about the meta-cognitive techniques associated?

- About the experiment to conclude:
Is it possible to train several abilities in a group of students and in others no? This could give us the possibility to compare improvement results in average, assuming that the environment will affect (in average), with the same level to both groups, we could conclude instead suggest.


Remember to give your opinions about these ideas