Past studies have shown evidence of transfer of learning in action video games, less so in other types, e.g. strategy games. Further, the transfer of learning from games to inhibitory control has yet to be examined from the perspectives of time constraint and logic contradiction. We examined the effect of strategy games (puzzle, turn-based strategy 'TBS', and real-time strategy 'RTS') on inhibition (response inhibition and distractor inhibition) and cerebral hemispheric activation over 4 weeks. We predicted that compared to RTS, puzzle and TBS games would (1) improve response and distractor inhibition, and (2) increase cerebral hemispheric activation demonstrating increased inhibitory control. A total of 67 non-habitual video game players (M = 21.63 years old, SD = 2.12) played one of three games: puzzle (n = 19), TBS (n = 24) or RTS (n = 24) for 4 weeks on their smartphones. Participants completed three inhibition tasks, working memory (WM), and had their tympanic membrane temperature (TMT) taken from each ear before and after playing the games. Results showed that only the puzzle game group showed an improved response inhibition while controlling for WM. There were no significant changes in the distractor inhibition tasks. We also found that there was an increase in left TMT while playing RTS, suggesting the presence of increased impulsivity in RTS. Our findings suggest that puzzle games involving logical contradiction could improve response inhibition, showing potential as a tool for inhibition training.
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http://dx.doi.org/10.1007/s00426-021-01632-0 | DOI Listing |
Behav Brain Funct
December 2024
Department of Psychology, University of California, Riverside, Riverside, CA, 92521, USA.
Playing video games, especially games with action-based mechanics, is correlated with better cognitive performance, yet these performance advantages may originate from intrinsic factors such as earlier life cognitive differences. We investigated whether gaming-cognition associations in a sample past young adulthood remain robust after accounting for adolescent cognitive functioning. Using data from the Colorado Adoption/Twin Study of Lifespan behavioral development and cognitive aging (CATSLife; N = 1241, M = 33.
View Article and Find Full Text PDFBMC Med Educ
December 2024
Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
Background: Escape rooms (ERs), immersive role-playing games that require participants to solve a series of puzzles within a set time to achieve a specific goal, have gained popularity as innovative educational tools.
Methods: A systematic review was conducted using the PRISMA guidelines, a comprehensive search of PubMed, Cochrane, Web of Science, and Scopus, for articles published between inception of journals to April 2024, focusing on the integration, outcomes, and participants' perceptions of ERs in medical and veterinary education.
Results: A total of 619 articles were retrieved, of which 12 articles met the inclusion criteria for final analysis.
Behav Sci (Basel)
November 2024
Instituto Universitario de Investigación e Innovación en el Deporte, Universidad de Extremadura, 10003 Cáceres, Spain.
(1) Background: Previous studies showed that neurofeedback and biofeedback could improve stress levels, enhance self-control over physiological factors, improve behavioral efficiency, and increase reaction speed to stimuli. Specifically, the sensorimotor rhythm stimulation (12-15 Hz) can enhance cognitive functions such as selective attention and working memory. However, there is no study that analyzes the effect of these interventions in chess players.
View Article and Find Full Text PDFBMC Med Educ
November 2024
Institute of Clinical Medicine, Faculty of Medicine, University of Oslo, Oslo, Norway.
Background: Well-designed escape room games engage students with complex problems and challenge clinical and teamwork skills, but their impact on learning has been uncertain. This study aimed to estimate the effect size of escape room game on performance in a broad knowledge test.
Methods: During clinical rotation in reproductive endocrinology and infertility (REI), medical students participated in a 3-hour small-group class.
Nurse Educ Pract
November 2024
Nursing Education Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
Aim: This study investigates the impact of using escape rooms as a gamification evaluation tool on nursing students' clinical reasoning and teamwork skills.
Background: Escape rooms, originating in Japan in 2007, are team-based live-action games requiring participants to solve puzzles within a time limit. They develop essential skills such as teamwork, leadership, logic, creativity, critical thinking, communication and problem-solving.
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