Skip to main content
Top
Published in: Behavioral and Brain Functions 1/2020

Open Access 01-12-2020 | Review

Commercial video games and cognitive functions: video game genres and modulating factors of cognitive enhancement

Authors: Eunhye Choi, Suk-Ho Shin, Jeh-Kwang Ryu, Kyu-In Jung, Shin-Young Kim, Min-Hyeon Park

Published in: Behavioral and Brain Functions | Issue 1/2020

Login to get access

Abstract

Background

Unlike the emphasis on negative results of video games such as the impulsive engagement in video games, cognitive training studies in individuals with cognitive deficits showed that characteristics of video game elements were helpful to train cognitive functions. Thus, this study aimed to have a more balanced view toward the video game playing by reviewing genres of commercial video games and the association of video games with cognitive functions and modulating factors. Literatures were searched with search terms (e.g. genres of video games, cognitive training) on database and Google scholar.

Results

video games, of which purpose is players’ entertainment, were found to be positively associated with cognitive functions (e.g. attention, problem solving skills) despite some discrepancy between studies. However, the enhancement of cognitive functions through video gaming was limited to the task or performance requiring the same cognitive functions. Moreover, as several factors (e.g. age, gender) were identified to modulate cognitive enhancement, the individual difference in the association between video game playing and cognitive function was found.

Conclusion

Commercial video games are suggested to have the potential for cognitive function enhancement. As understanding the association between video gaming and cognitive function in a more balanced view is essential to evaluate the potential outcomes of commercial video games that more people reported to engage, this review contributes to provide more objective evidence for commercial video gaming.
Literature
1.
go back to reference Griffiths MD, Davies MN. Research note Excessive online computer gaming: implications for education. J Comput Assist Learn. 2002;18(3):379–80.CrossRef Griffiths MD, Davies MN. Research note Excessive online computer gaming: implications for education. J Comput Assist Learn. 2002;18(3):379–80.CrossRef
2.
go back to reference Anderson CA, Bushman BJ. Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: a meta-analytic review of the scientific literature. Psychol Sci. 2001;12(5):353–9.PubMedCrossRef Anderson CA, Bushman BJ. Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: a meta-analytic review of the scientific literature. Psychol Sci. 2001;12(5):353–9.PubMedCrossRef
4.
go back to reference Ferguson CJ. The good, the bad and the ugly: a meta-analytic review of positive and negative effects of violent video games. Psychiatr Q. 2007;78(4):309–16.PubMedCrossRef Ferguson CJ. The good, the bad and the ugly: a meta-analytic review of positive and negative effects of violent video games. Psychiatr Q. 2007;78(4):309–16.PubMedCrossRef
5.
go back to reference Bediou B, et al. Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychol Bull. 2018;144(1):77–110.PubMedCrossRef Bediou B, et al. Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychol Bull. 2018;144(1):77–110.PubMedCrossRef
6.
go back to reference Gee JP. What video games have to teach us about learning and literacy. Comput Entertain. 2003;1(1):20.CrossRef Gee JP. What video games have to teach us about learning and literacy. Comput Entertain. 2003;1(1):20.CrossRef
7.
go back to reference Vogel JJ, et al. Computer gaming and interactive simulations for learning: a meta-analysis. J Educ Comput Res. 2006;34(3):229–43.CrossRef Vogel JJ, et al. Computer gaming and interactive simulations for learning: a meta-analysis. J Educ Comput Res. 2006;34(3):229–43.CrossRef
8.
go back to reference Shaffer DW, et al. Video games and the future of learning. Phi delta kappan. 2005;87(2):105–11.CrossRef Shaffer DW, et al. Video games and the future of learning. Phi delta kappan. 2005;87(2):105–11.CrossRef
9.
10.
go back to reference Tobias S, et al. Review of research on computer games. Comput Games Instruct. 2011;127:222. Tobias S, et al. Review of research on computer games. Comput Games Instruct. 2011;127:222.
11.
go back to reference Anguera JA, et al. A pilot study to determine the feasibility of enhancing cognitive abilities in children with sensory processing dysfunction. PLoS ONE. 2017;12(4):e0172616.PubMedPubMedCentralCrossRef Anguera JA, et al. A pilot study to determine the feasibility of enhancing cognitive abilities in children with sensory processing dysfunction. PLoS ONE. 2017;12(4):e0172616.PubMedPubMedCentralCrossRef
12.
13.
go back to reference Cameron B, Dwyer F. The effect of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. J Interact Learn Res. 2005;16(3):243–58. Cameron B, Dwyer F. The effect of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. J Interact Learn Res. 2005;16(3):243–58.
14.
go back to reference Connolly TM, et al. A systematic literature review of empirical evidence on computer games and serious games. Comput Educ. 2012;59(2):661–86.CrossRef Connolly TM, et al. A systematic literature review of empirical evidence on computer games and serious games. Comput Educ. 2012;59(2):661–86.CrossRef
15.
go back to reference Zyda M. From visual simulation to virtual reality to games. Computer. 2005;38(9):25–32.CrossRef Zyda M. From visual simulation to virtual reality to games. Computer. 2005;38(9):25–32.CrossRef
16.
go back to reference Wouters P, et al. A meta-analysis of the cognitive and motivational effects of serious games. J Educ Psychol. 2013;105(2):249.CrossRef Wouters P, et al. A meta-analysis of the cognitive and motivational effects of serious games. J Educ Psychol. 2013;105(2):249.CrossRef
17.
go back to reference Pinelle D, Wong N, Stach T. Using genres to customize usability evaluations of video games. In: Proceedings of the 2008 conference on future play: research, play, share. New York: ACM; 2008. Pinelle D, Wong N, Stach T. Using genres to customize usability evaluations of video games. In: Proceedings of the 2008 conference on future play: research, play, share. New York: ACM; 2008.
18.
go back to reference Song WH, Han DH, Shim HJ. Comparison of brain activation in response to two dimensional and three dimensional on-line games. Psychiatry Investig. 2013;10(2):115–20.PubMedPubMedCentralCrossRef Song WH, Han DH, Shim HJ. Comparison of brain activation in response to two dimensional and three dimensional on-line games. Psychiatry Investig. 2013;10(2):115–20.PubMedPubMedCentralCrossRef
21.
go back to reference Kelkar AS. Treating problem solving deficits in traumatic brain injury. 2014. Kelkar AS. Treating problem solving deficits in traumatic brain injury. 2014.
22.
go back to reference Apperley TH. Genre and game studies: toward a critical approach to video game genres. Simul Gaming. 2006;37(1):6–23.CrossRef Apperley TH. Genre and game studies: toward a critical approach to video game genres. Simul Gaming. 2006;37(1):6–23.CrossRef
23.
go back to reference Greenberg BS, et al. Orientations to video games among gender and age groups. Simul Gaming. 2010;41(2):238–59.CrossRef Greenberg BS, et al. Orientations to video games among gender and age groups. Simul Gaming. 2010;41(2):238–59.CrossRef
24.
go back to reference Khenissi MA, et al. Relationship between learning styles and genres of games. Comput Educ. 2016;101:1–14.CrossRef Khenissi MA, et al. Relationship between learning styles and genres of games. Comput Educ. 2016;101:1–14.CrossRef
25.
go back to reference Adachi PJ, Willoughby T. More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades. J Youth Adolesc. 2013;42(7):1041–52.PubMedCrossRef Adachi PJ, Willoughby T. More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades. J Youth Adolesc. 2013;42(7):1041–52.PubMedCrossRef
26.
go back to reference Huang V, Young M, Fiocco AJ. The Association Between Video Game Play and Cognitive Function: does Gaming Platform Matter? Cyberpsychol Behav Soc Netw. 2017;20(11):689–94.PubMedCrossRef Huang V, Young M, Fiocco AJ. The Association Between Video Game Play and Cognitive Function: does Gaming Platform Matter? Cyberpsychol Behav Soc Netw. 2017;20(11):689–94.PubMedCrossRef
28.
go back to reference Blacker KJ, et al. Effects of action video game training on visual working memory. J Exp Psychol Hum Percept Perform. 2014;40(5):1992–2004.PubMedCrossRef Blacker KJ, et al. Effects of action video game training on visual working memory. J Exp Psychol Hum Percept Perform. 2014;40(5):1992–2004.PubMedCrossRef
29.
go back to reference Straube S, Fahle M. The electrophysiological correlate of saliency: evidence from a figure-detection task. Brain Res. 2010;1307:89–102.PubMedCrossRef Straube S, Fahle M. The electrophysiological correlate of saliency: evidence from a figure-detection task. Brain Res. 2010;1307:89–102.PubMedCrossRef
34.
go back to reference Bavelier D, et al. Neural bases of selective attention in action video game players. Vision Res. 2012;61:132–43.PubMedCrossRef Bavelier D, et al. Neural bases of selective attention in action video game players. Vision Res. 2012;61:132–43.PubMedCrossRef
35.
go back to reference Vossel S, Geng JJ, Fink GR. Dorsal and ventral attention systems: distinct neural circuits but collaborative roles. Neurosci. 2014;20(2):150–9. Vossel S, Geng JJ, Fink GR. Dorsal and ventral attention systems: distinct neural circuits but collaborative roles. Neurosci. 2014;20(2):150–9.
37.
39.
go back to reference Cardoso-Leite P, Bavelier D. Video game play, attention, and learning: how to shape the development of attention and influence learning? Curr Opin Neurol. 2014;27(2):185–91.PubMedCrossRef Cardoso-Leite P, Bavelier D. Video game play, attention, and learning: how to shape the development of attention and influence learning? Curr Opin Neurol. 2014;27(2):185–91.PubMedCrossRef
40.
go back to reference Astle DE, Scerif G. Interactions between attention and visual short-term memory (VSTM): what can be learnt from individual and developmental differences? Neuropsychologia. 2011;49(6):1435–45.PubMedCrossRef Astle DE, Scerif G. Interactions between attention and visual short-term memory (VSTM): what can be learnt from individual and developmental differences? Neuropsychologia. 2011;49(6):1435–45.PubMedCrossRef
41.
go back to reference Baddeley A. Working memory, thought, and action, vol. 45. Oxford: Oxford University Press; 2007.CrossRef Baddeley A. Working memory, thought, and action, vol. 45. Oxford: Oxford University Press; 2007.CrossRef
42.
go back to reference Blacker KJ, Curby KM. Enhanced visual short-term memory in action video game players. Atten Percep Psychophys. 2013;75(6):1128–36.CrossRef Blacker KJ, Curby KM. Enhanced visual short-term memory in action video game players. Atten Percep Psychophys. 2013;75(6):1128–36.CrossRef
43.
go back to reference Colzato LS, et al. Action video gaming and cognitive control: playing first person shooter games is associated with improvement in working memory but not action inhibition. Psychol Res. 2013;77(2):234–9.PubMedCrossRef Colzato LS, et al. Action video gaming and cognitive control: playing first person shooter games is associated with improvement in working memory but not action inhibition. Psychol Res. 2013;77(2):234–9.PubMedCrossRef
44.
go back to reference Sungur H, Boduroglu A. Action video game players form more detailed representation of objects. Acta Physiol. 2012;139(2):327–34. Sungur H, Boduroglu A. Action video game players form more detailed representation of objects. Acta Physiol. 2012;139(2):327–34.
45.
go back to reference Boot WR, et al. The effects of video game playing on attention, memory, and executive control. Acta Physiol. 2008;129(3):387–98. Boot WR, et al. The effects of video game playing on attention, memory, and executive control. Acta Physiol. 2008;129(3):387–98.
47.
go back to reference Uttal DH, et al. The malleability of spatial skills: a meta-analysis of training studies. Psychol Bull. 2013;139(2):352–402.PubMedCrossRef Uttal DH, et al. The malleability of spatial skills: a meta-analysis of training studies. Psychol Bull. 2013;139(2):352–402.PubMedCrossRef
48.
go back to reference Kühn S, Gallinat J. Amount of lifetime video gaming is positively associated with entorhinal, hippocampal and occipital volume. Mol Psychiatry. 2014;19(7):842–7.PubMedCrossRef Kühn S, Gallinat J. Amount of lifetime video gaming is positively associated with entorhinal, hippocampal and occipital volume. Mol Psychiatry. 2014;19(7):842–7.PubMedCrossRef
49.
go back to reference Szabó C, Kelemen O, Kéri S. Low-grade inflammation disrupts structural plasticity in the human brain. Neuroscience. 2014;275:81–8.PubMedCrossRef Szabó C, Kelemen O, Kéri S. Low-grade inflammation disrupts structural plasticity in the human brain. Neuroscience. 2014;275:81–8.PubMedCrossRef
50.
go back to reference Bavelier D, Green CS. Enhancing attentional control: lessons from action video games. Neuron. 2019;104(1):147–63.PubMedCrossRef Bavelier D, Green CS. Enhancing attentional control: lessons from action video games. Neuron. 2019;104(1):147–63.PubMedCrossRef
51.
go back to reference West GL, et al. Habitual action video game playing is associated with caudate nucleus-dependent navigational strategies. Proc R Soc B Biol Sci. 1808;2015(282):20142952. West GL, et al. Habitual action video game playing is associated with caudate nucleus-dependent navigational strategies. Proc R Soc B Biol Sci. 1808;2015(282):20142952.
52.
go back to reference Kühn S, et al. Playing Super Mario induces structural brain plasticity: gray matter changes resulting from training with a commercial video game. Mol Psychiatry. 2014;19(2):265–71.PubMedCrossRef Kühn S, et al. Playing Super Mario induces structural brain plasticity: gray matter changes resulting from training with a commercial video game. Mol Psychiatry. 2014;19(2):265–71.PubMedCrossRef
53.
go back to reference Kowalczyk N, et al. Real-time strategy video game experience and structural connectivity—a diffusion tensor imaging study. Hum Brain Mapp. 2018;39(9):3742–58.PubMedCrossRefPubMedCentral Kowalczyk N, et al. Real-time strategy video game experience and structural connectivity—a diffusion tensor imaging study. Hum Brain Mapp. 2018;39(9):3742–58.PubMedCrossRefPubMedCentral
54.
55.
go back to reference Schenk S, Lech RK, Suchan B. Games people play: how video games improve probabilistic learning. Behav Brain Res. 2017;335:208–14.PubMedCrossRef Schenk S, Lech RK, Suchan B. Games people play: how video games improve probabilistic learning. Behav Brain Res. 2017;335:208–14.PubMedCrossRef
56.
go back to reference Green CS, Pouget A, Bavelier D. Improved probabilistic inference as a general learning mechanism with action video games. Curr Biol. 2010;20(17):1573–9.PubMedPubMedCentralCrossRef Green CS, Pouget A, Bavelier D. Improved probabilistic inference as a general learning mechanism with action video games. Curr Biol. 2010;20(17):1573–9.PubMedPubMedCentralCrossRef
57.
go back to reference Shute VJ, Ventura M, Ke F. The power of play: the effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Comput Educ. 2015;80:58–67.CrossRef Shute VJ, Ventura M, Ke F. The power of play: the effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Comput Educ. 2015;80:58–67.CrossRef
58.
go back to reference Barr M. Video games can develop graduate skills in higher education students: a randomised trial. Comput Educ. 2017;113:86–97.CrossRef Barr M. Video games can develop graduate skills in higher education students: a randomised trial. Comput Educ. 2017;113:86–97.CrossRef
59.
go back to reference Dindar M. An empirical study on gender, video game play, academic success and complex problem solving skills. Comput Educ. 2018;125:39–52.CrossRef Dindar M. An empirical study on gender, video game play, academic success and complex problem solving skills. Comput Educ. 2018;125:39–52.CrossRef
60.
go back to reference Pitarch RC. An approach to digital game-based learning: video-games principles and applications in foreign language learning. J Lang Teach Res. 2018;9(6):1147–59.CrossRef Pitarch RC. An approach to digital game-based learning: video-games principles and applications in foreign language learning. J Lang Teach Res. 2018;9(6):1147–59.CrossRef
61.
go back to reference Bryant T. Using World of Warcraft and other MMORPGs to foster a targeted, social, and cooperative approach toward language learning. Academic Commons. 2006. Bryant T. Using World of Warcraft and other MMORPGs to foster a targeted, social, and cooperative approach toward language learning. Academic Commons. 2006.
62.
go back to reference Kongmee I. et al. Using massively multiplayer online role playing games (MMORPGs) to support second language learning: action research in the real and virtual world. 2011. Kongmee I. et al. Using massively multiplayer online role playing games (MMORPGs) to support second language learning: action research in the real and virtual world. 2011.
63.
go back to reference Zhang Y, et al. Language learning enhanced by massive multiple online role-playing games (MMORPGs) and the underlying behavioral and neural mechanisms. Front Hum Neurosci. 2017;11:95.PubMedPubMedCentralCrossRef Zhang Y, et al. Language learning enhanced by massive multiple online role-playing games (MMORPGs) and the underlying behavioral and neural mechanisms. Front Hum Neurosci. 2017;11:95.PubMedPubMedCentralCrossRef
64.
go back to reference Bavelier D, et al. Brain plasticity through the life span: learning to learn and action video games. Annu Rev Neurosci. 2012;35:391–416.PubMedCrossRef Bavelier D, et al. Brain plasticity through the life span: learning to learn and action video games. Annu Rev Neurosci. 2012;35:391–416.PubMedCrossRef
65.
go back to reference Gong D. et al. Electronic-sports experience related to functional enhancement in central executive and default mode areas. Neur Plast. 2019;2019. Gong D. et al. Electronic-sports experience related to functional enhancement in central executive and default mode areas. Neur Plast. 2019;2019.
66.
go back to reference Gong D, et al. The high-working load states induced by action real-time strategy gaming: an EEG power spectrum and network study. Neuropsychologia. 2019;131:42–52.PubMedCrossRef Gong D, et al. The high-working load states induced by action real-time strategy gaming: an EEG power spectrum and network study. Neuropsychologia. 2019;131:42–52.PubMedCrossRef
67.
go back to reference Oei AC, Patterson M. Enhancing perceptual and attentional skills requires common demands between the action video games and transfer tasks. Front Psychol. 2015;6:113.PubMedPubMedCentralCrossRef Oei AC, Patterson M. Enhancing perceptual and attentional skills requires common demands between the action video games and transfer tasks. Front Psychol. 2015;6:113.PubMedPubMedCentralCrossRef
68.
go back to reference Unsworth N, et al. Is playing video games related to cognitive abilities? Psychol Sci. 2015;26(6):759–74.PubMedCrossRef Unsworth N, et al. Is playing video games related to cognitive abilities? Psychol Sci. 2015;26(6):759–74.PubMedCrossRef
70.
go back to reference Wu S, et al. Playing a first-person shooter video game induces neuroplastic change. J Cognit Neurosci. 2012;24(6):1286–93.CrossRef Wu S, et al. Playing a first-person shooter video game induces neuroplastic change. J Cognit Neurosci. 2012;24(6):1286–93.CrossRef
71.
go back to reference Rideout VJ, Roberts DF, Foehr UG. Generation M: media in the Lives of 8–18 year olds. Executive Summary. Henry J. Kaiser Family Foundation: Menlo Park; 2005. Rideout VJ, Roberts DF, Foehr UG. Generation M: media in the Lives of 8–18 year olds. Executive Summary. Henry J. Kaiser Family Foundation: Menlo Park; 2005.
72.
73.
74.
77.
78.
go back to reference Ogletree SM, Drake R. College students’ video game participation and perceptions: gender differences and implications. Sex Roles. 2007;56(7–8):537–42.CrossRef Ogletree SM, Drake R. College students’ video game participation and perceptions: gender differences and implications. Sex Roles. 2007;56(7–8):537–42.CrossRef
79.
go back to reference Billieux J, et al. Why do you play World of Warcraft? An in-depth exploration of self-reported motivations to play online and in-game behaviours in the virtual world of Azeroth. Comput Hum Behav. 2013;29(1):103–9.CrossRef Billieux J, et al. Why do you play World of Warcraft? An in-depth exploration of self-reported motivations to play online and in-game behaviours in the virtual world of Azeroth. Comput Hum Behav. 2013;29(1):103–9.CrossRef
80.
go back to reference Prins PJ, et al. Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychol Behav Soc Netw. 2011;14(3):115–22.PubMedCrossRef Prins PJ, et al. Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychol Behav Soc Netw. 2011;14(3):115–22.PubMedCrossRef
81.
go back to reference Gleich T, et al. Functional changes in the reward circuit in response to gaming-related cues after training with a commercial video game. NeuroImage. 2017;152:467–75.PubMedCrossRef Gleich T, et al. Functional changes in the reward circuit in response to gaming-related cues after training with a commercial video game. NeuroImage. 2017;152:467–75.PubMedCrossRef
82.
go back to reference Graham LT, Gosling SD. Personality profiles associated with different motivations for playing World of Warcraft. Cyberpsychol Behav Soc Netw. 2013;16(3):189–93.PubMedCrossRef Graham LT, Gosling SD. Personality profiles associated with different motivations for playing World of Warcraft. Cyberpsychol Behav Soc Netw. 2013;16(3):189–93.PubMedCrossRef
83.
go back to reference Spence I, et al. Women match men when learning a spatial skill. J Exp Psychol Learn Mem Cogn. 2009;35(4):1097–103.PubMedCrossRef Spence I, et al. Women match men when learning a spatial skill. J Exp Psychol Learn Mem Cogn. 2009;35(4):1097–103.PubMedCrossRef
84.
go back to reference Rideout VJ, Foehr UG, Roberts DF. Generation M 2: media in the lives of 8-to 18-year-olds. San Francisco: Henry J Kaiser Family Foundation; 2010. Rideout VJ, Foehr UG, Roberts DF. Generation M 2: media in the lives of 8-to 18-year-olds. San Francisco: Henry J Kaiser Family Foundation; 2010.
Metadata
Title
Commercial video games and cognitive functions: video game genres and modulating factors of cognitive enhancement
Authors
Eunhye Choi
Suk-Ho Shin
Jeh-Kwang Ryu
Kyu-In Jung
Shin-Young Kim
Min-Hyeon Park
Publication date
01-12-2020
Publisher
BioMed Central
Published in
Behavioral and Brain Functions / Issue 1/2020
Electronic ISSN: 1744-9081
DOI
https://doi.org/10.1186/s12993-020-0165-z

Other articles of this Issue 1/2020

Behavioral and Brain Functions 1/2020 Go to the issue