Video Game Training Research Articles

The role of individual differences in attentional blink phenomenon and real-time-strategy game proficiency

The impact of action videogame playing on cognitive functioning is the subject of debate among scientists, with many studies showing superior performance of players relative to non-players on a number of cognitive tasks. Moreover, the exact role of individual differences in the observed effects is still largely unknown. In our Event-Related Potential (ERP) study we investigated whether training in a Real Time Strategy (RTS) video game StarCraft II can influence the ability to deploy visual attention measured by the Attentional Blink (AB) task. We also asked whether individual differences in a psychophysiological response in the AB task predict the effectiveness of the video game training. Forty-three participants (non-players) were recruited to the experiment. Participants were randomly assigned to either experimental (Variable environment) or active control (Fixed environment) group, which differed in the type of training received. Training consisted of 30 h of playing the StarCraft II game. Participants took part in two EEG sessions (pre- and post-training) during which they performed the AB task. Our results indicate that both groups improved their performance in the AB task in the post-training session. What is more, in the experimental group the strength of the amplitude of the P300 ERP component (which is related to a conscious visual perception) in the pre training session appeared to be predictive of the level of achievement in the game. In the case of the active control group in-game behaviour appeared to be predictive of a training-related improvement in the AB task. Our results suggest that differences in the neurophysiological response might be treated as a marker of future success in video game acquisition, especially in a more demanding game environment.

Long-term maintenance of multitasking abilities following video game training in older adults

The use of cognitive interventions to remediate deficient cognitive functions, or to enhance or preserve intact cognitive abilities, has been explored for some time, especially in older adults. However, few studies have investigated the long-term persistence of any positive benefits, with none examining whether changes in functional brain activity persist several years later. Here, we assessed whether enhanced cognitive abilities and potential underlying neural changes attained via the use of a custom-made video game (NeuroRacer) played by older adults (60–85 years old) continued to be elevated beyond control participants 6 years later. The NeuroRacer group continued to show reduced multitasking costs beyond control participants, with a neural signature of cognitive control, midline frontal theta power, also continuing to show heightened activity. However, previously evidenced performance benefits that had extended to untrained cognitive control abilities (i.e., enhanced sustained attention and working memory) did not persist, highlighting sustainability limitations. These findings continue to demonstrate the robust plasticity of the prefrontal cognitive control system in the aging brain, a potential neural mechanism underlying enhanced performance over time, and the possible long-term impact that digital therapeutics can have.

Adherence to home-based videogame treatment for amblyopia in children and adults

ABSTRACT Clinical relevance: Home-based videogame treatments are increasingly popular for amblyopia treatment. However, at-home treatments tend to be done in short sessions and with frequent disruptions, which may reduce the effectiveness of binocular visual stimulation. These treatment adherence patterns need to be accounted for when considering dose-response relationships and treatment effectiveness. Background: Home-based videogame treatments are increasingly being used for various sensory conditions, including amblyopia (‘lazy eye’), but treatment adherence continues to limit success. To examine detailed behavioural patterns associated with home-based videogame treatment, we analysed in detail the videogame adherence data from the Binocular tReatment of Amblyopia with VideOgames (BRAVO) clinical trial (ACTRN12613001004752). Methods: Children (7-12 years), teenagers (13-17 years) and adults (≥ 18 years) with unilateral amblyopia were loaned iPod Touch devices with either an active treatment or placebo videogame and instructed to play for a total of 1-2 hours/day for six weeks at home. Objectively-recorded adherence data from device software were used to analyse adherence patterns such as session length, daily distribution of gameplay, use of the pause function, and differences between age groups. Objectively-recorded adherence was also compared to subjectively-reported adherence from paper-based diaries. Results: One hundred and five of the 115 randomised participants completed six weeks of videogame training. Average adherence was 65% (SD 37%) of the minimum hours prescribed. Game training was generally performed in short sessions (mean 21.5, SD 11.2 minutes), mostly in the evening, with frequent pauses (median every 4.1 minutes, IQR 6.1). Children played in significantly shorter sessions and paused more frequently than older age groups (p < 0.0001). Participants tended to over-report adherence in subjective diaries compared to objectively-recorded gameplay time. Conclusion: Adherence to home-based videogame treatment was characterised by short sessions interspersed with frequent pauses, suggesting regular disengagement. This complicates dose-response calculations and may interfere with the effectiveness of treatments like binocular treatments for amblyopia, which require sustained visual stimulation.

Action Video Games Enhance Attentional Control and Phonological Decoding in Children with Developmental Dyslexia.

Reading acquisition is extremely difficult for about 5% of children because they are affected by a heritable neurobiological disorder called developmental dyslexia (DD). Intervention studies can be used to investigate the causal role of neurocognitive deficits in DD. Recently, it has been proposed that action video games (AVGs)—enhancing attentional control—could improve perception and working memory as well as reading skills. In a partial crossover intervention study, we investigated the effect of AVG and non-AVG training on attentional control using a conjunction visual search task in children with DD. We also measured the non-alphanumeric rapid automatized naming (RAN), phonological decoding and word reading before and after AVG and non-AVG training. After both video game training sessions no effect was found in non-alphanumeric RAN and in word reading performance. However, after only 12 h of AVG training the attentional control was improved (i.e., the set-size slopes were flatter in visual search) and phonological decoding speed was accelerated. Crucially, attentional control and phonological decoding speed were increased only in DD children whose video game score was highly efficient after the AVG training. We demonstrated that only an efficient AVG training induces a plasticity of the fronto-parietal attentional control linked to a selective phonological decoding improvement in children with DD.

Effects of Action Video Game Play on Arithmetic Performance in Adults.

This experimental study investigated the state (short-term) effects of action video game (AVG) training on arithmetic performance and their persistence over time. In addition, it examined group differences between experienced and novice AVGers. Twenty-nine college students without a prior AVG experience were randomly assigned to one of the two training groups: AVG and non-AVG. After 40 minutes of video game training, the arithmetic problem-solving speed and accuracy of non-AVG group increased, while the AVG group's arithmetic performance decreased, thus suggesting a possibility of state effects of a non-AVG training on arithmetic performance. The state effects did not persist over time; on a delayed posttest, both groups' arithmetic performance was similar to their pretraining scores. In addition, there were nonsignificant differences in arithmetic performance between experienced and novice AVGers. Implications for investigating the game mechanics and transfer mechanism between the game and transfer task are discussed.

Dancing in Quarantine: Performance Training across the Digital Divide

Dancing in Quarantine: Performance Training across the Digital Divide Sebastian X Samur (bio) In March 2020, reacting to increasing COVID-19 lockdown measures imposed by the New York state government, I found myself turning to an unexpected resource for activity: dance video games. With gyms, pools, children’s parks, and indoor play facilities closed, I needed to find new sources to keep my daughter active, which was especially challenging on cold, rainy days. Dancing at home provided one solution, which surprisingly yielded several discoveries pertaining to my own work in performance training. The game has served to underline essential qualities of in-person performance training, which live-streamed training substitutions have only been able to emulate with limited success. These insights have arisen in large part because both video games and in-person studio training are tailored to their respective performance spaces (home and studio), while live-streamed adaptations are a makeshift hybrid combining the two. In this short essay, I will present an initial analysis of four disruptions arising from live-stream training that have been highlighted through video-game training. These include breaks in: shared space, physical contact, rhythmic flow of experience, and establishment of stage presence. Under lockdown conditions, the video game my daughter and I enjoyed together is Just Dance, a game that is released with annual editions, featuring choreographies for one to four people set to a mix of popular international dance songs. The game follows a similar gameplay format as titles such as Dance, Dance, Revolution; Guitar Hero; and Wii Fit. These games take advantage of increasingly improved controller and motion-capture technology to allow players to move their body in response to onscreen cues. In Just Dance, players select a song they wish to dance to––alone or in a group––and then copy the movements of an onscreen avatar dancing in time to the music (fig. 1). The series is aimed at a younger, amateur audience, yet can feature sophisticated, high-level choreographies performed by professional dancers. This mix of an advanced level for a beginner audience demands that the game designers find a means to quickly and simply make the game accessible to players who are not necessarily experienced gamers nor trained dancers. The solution that has proven successful is in presenting silhouetted dancers for players to mirror, coupled with a series of simplified two-dimensional body illustrations (called pictos) showing each movement and a (generous) star scoring system that gradually awards points up to five stars when player movements match up with the video choreographies. Combined with the motion capture technology, Just Dance provides a digital means for quickly transmitting choreographies in a way that “analog” systems–– such as text-based descriptions, early twentieth-century mail-in dance lessons, or labanotation, for example––cannot (fig. 2).The result has been the creation of a community of millions of amateur dancers dancing at home, breaking a sweat, and improving, to varying degrees, their movement vocabularies as they try to obtain higher scores. Indeed, some players can reach a remarkably high degree of competence, as evinced in live world-cup events the developers have organized, demonstrating that the game can lead to genuine performance improvement through a scoring system that encourages repetitive practice. Of course, this form of learning is no substitute for in-person teaching and rehearsal. In addition to lamenting the absence of performances during quarantine, lockdown alternatives such as Just Dance bring an appreciation for the performer’s behind-the-scenes work training and rehearsing in [End Page E-23] Click for larger view View full resolution Fig. 1. A screenshot from Queen’s Don’t Stop Me Now in Just Dance 2017. Players copy the movements of the central avatar and can use the lower-right pictos to anticipate upcoming movements. A star-based score appears in the lower left. Click for larger view View full resolution Fig. 2. Even a hundred years ago, alternatives to in-person teaching were attempted, as evinced by this example of steps from an early twentieth-century mail-order dance lesson offered by the Arthur Murray Dance Studio. (Source: https://www.amdancing.com/exactly-arthur-murray-know-name/.) [End Page E-24...

Application of Interactive Video Games as Rehabilitation Tools to Improve Postural Control and Risk of Falls in Prefrail Older Adults.

The purpose of this study was to examine whether interactive video game (IVG) training is an effective way to improve postural control outcomes and decrease the risk of falls. A convenience sample of 12 prefrail older adults were recruited and divided into two groups: intervention group performed IVG training for 40 minutes, twice per week, for a total of 16 sessions. The control group received no intervention and continued their usual activity. Outcome measures were centre of pressure (COP), mean velocity, sway area, and sway path. Secondary outcomes were Berg Balance Scale, Timed Up and Go (TUG), Falls Efficacy Scale International (FES-I), and Activities-Specific Balance Confidence (ABC). Assessment was conducted with preintervention (week zero) and postintervention (week eight). The intervention group showed significant improvement in mean velocity, sway area, Berg Balance Scale, and TUG (p < 0.01) compared to the control group. However, no significant improvement was observed for sway path (p = 0.35), FES-I (p = 0.383), and ABC (p = 0.283). This study showed that IVG training led to significant improvements in postural control but not for risk of falls.

Combined training of aerobic exercise and 3D video game to improve hippocampal and memory functions in older adults: An RCT trial

AbstractBackgroundWith the proportion of older adults rising, the progressive cognitive decline and dementia have become one of the most serious public health issues worldwide. As a result, there is a pressing need for developing effective non‐pharmaceutical intervention programs to counteract age‐related cognitive decline. Animal models robustly support that aerobic exercise can effectively improve neurogenesis and memory, whereas most of the current findings from human studies are in contrast. We speculated that two reasons may contribute to these inconsistent findings in human research. One is that hippocampal neurogenesis induced by the aerobic exercise is more likely to survive when simultaneously accompanied by cognitive stimulations, particularly when the cognitive goals are challenging. Another is that the beneficial effects from aerobic exercise are specific to hippocampal dependent memory tasks. Therefore, we designed a training program by combining aerobic cycling with 3D video game.MethodWe conducted a randomized controlled trial with healthy older adults randomly assigned to combined aerobic cycling and 3D video game training group (n=22), aerobic cycling group (n=23), 3D video games group (n=25), or control group (n=28). The effects of combined training on neuroplasticity (including plasma brain‐derived neurotrophic growth factor, hippocampal gray matter volume, and hippocampal‐cortical functional connectivity) and cognitive plasticity (focusing on hippocampal‐dependent memory, tested via Mnemonic Similarity Task) were examined compared with all three other groups. The training lasted four months with a frequency of twice per week, 1hour per session.ResultThe combined and video game training groups reported equivalent game experiences and reached similar game levels. The average and maximum heart rates were being monitored to ensure a medium exercise intensity in both combined and cycling groups. In addition self‐reported fatigue levels were equivalent in these two groups. The preliminary behavioral data analysis revealed that combined group performed better on immediate and delayed memory recall. More importantly, there was a larger effect size in pattern separation task in combined group (Cohen’s d =1.12) than in cycling (Cohen’s d =0.49) and video game (Cohen’s d =0.55) groups.ConclusionCombined aerobic exercise ‐ video game training could improve hippocampal‐dependent memory functions, which waits the MRI data analysis to further prove.

Effect of dichoptic video game treatment on mild amblyopia - a pilot study.

PurposeThe effect of contrast‐balanced dichoptic video game training on distance visual acuity (DVA) and stereo acuity has been investigated in severe‐to‐moderate amblyopia, but its effect on mild amblyopia and fixation stability has not been assessed. This pilot study aimed to evaluate the effect of home‐based dichoptic video game on amblyopic eye DVA, stereo acuity and fixation stability in adults with mild amblyopia.MethodsA randomized single‐masked design was adopted. The active 6‐week home‐based treatment was an anaglyphic, contrast‐balanced dichoptic video game, and the placebo was an identical non‐dichoptic game. Participants (n = 23) had mild amblyopia (amblyopic DVA ≤ 0.28 log Minimum Angle of Resolution (logMAR)). The primary outcome was change in amblyopic DVA at 6 weeks postrandomization. Near visual acuity, stereo acuity and fixation stability (bivariate contour eclipse area) were also measured. Follow‐up occurred at 12 and 24 weeks postrandomization.ResultsMean amblyopic eye DVA was 0.21 ± 0.06 and 0.18 ± 0.06 logMAR for the active (n = 12) and placebo (n = 11) group, respectively. Amblyopic DVA improved significantly more in the active group (0.09 ± 0.05) than in the placebo group (0.03 ± 0.04 logMAR; p < 0.05). The difference between groups remained at 12 weeks postrandomization (p = 0.04) but not at 24 weeks (p = 0.43). Titmus stereo acuities improved significantly more in the active group (0.40 log arcsec) than in the placebo group (0.09 log arcsec) after 6 weeks of gameplay. The between‐group difference was still present at 24 weeks postrandomization (p = 0.05). There were no differences between groups on any other secondary outcomes.ConclusionHome‐based dichoptic video gameplay may be an effective method to improve amblyopic DVA and stereo acuity in mild amblyopia.

Effects of Kinect Video Game Training on Lower Extremity Motor Function, Balance, and Gait in Adolescents with Spastic Diplegia Cerebral Palsy: A Pilot Randomized Controlled Trial

ABSTRACT The Kinect video game (KVG) has received attention as an intervention method for cerebral palsy (CP). However, evidence remains limited. Purpose To investigate the effects of training using Xbox Kinect on lower extremity motor function, balance, and gait in adolescents with spastic diplegia CP. Methods This study was a pilot randomized controlled trial. Ten participants were randomly allocated to either the KVG training group (n = 5) or the conventional training (CT) group (n = 5). The Selective Control Assessment of the Lower Extremity (SCALE) tool, Pediatric Balance Scale (PBS), and GAITRite were used for the outcome measurements. Results In the comparison between the groups, the KVG group showed significant improvements in all the items in the SCALE (except for right hip abduction) and PBS score as compared with the CT group. Conclusions KVG training might be an effective intervention for the rehabilitation of adolescents with spastic diplegia CP.

Gamification of ChemDraw during the COVID-19 Pandemic: Investigating How a Serious, Educational-Game Tournament (Molecule Madness) Impacts Student Wellness and Organic Chemistry Skills while Distance Learning

Social distancing during the COVID-19 pandemic presents mental health and academic obstacles for students. As mental health can strongly influence academic performance, addressing the loss of community by transitioning to distance education, midsemester, is imperative. This work draws upon the community and wellness benefits associated with online gaming and applies it to ChemDraw. The goal is to improve the class’ wellness and social community while teaching valuable organic chemistry skills. In this paper, a molecule, speed-drawing tournament (Molecule Madness) is presented along with reflections describing the impacts on student wellness and organic chemistry skills. Gamification of ChemDraw is achieved by (1) treating at-home practice as video-game training and (2) using video-conferencing software as a medium for multiplayer gameplay. As the primary focus is placed on education rather than entertainment, ChemDraw is subclassified as a serious educational game. Community is developed by in-game, online chat: observers, announcers, and competitors all interact with each other in real time. The tournament provided students an event to look forward to, helped maintain/improve class community, and developed organic chemistry skills (molecular drawing, history of molecules, and conversational IUPAC) in addition to increased appreciation for IUPAC nomenclature. Although an online community cannot substitute for in-person classroom experiences, this activity supplements the loss of community associated with social distancing and could be extended to enhance community within a face-to-face environment. Additionally, ideas are presented that illustrate how other chemistry classes and topics can be gamified in computer environments (both single- and multiplayer) by drawing upon well-established gaming modes (story mode, maker mode, and speed runs). Overall, this work highlights the supplemental role that chemistry video games can play in learning chemistry: by engaging students in an alternative, yet familiar to many format, classroom community and student confidence are maintained/strengthened.

Cognitive Enhancement via Neuromodulation and Video Games: Synergistic Effects?

Transcranial magnetic stimulation (TMS) is a non-invasive brain stimulation technique able to modulate cortical excitability. This modulation may influence areas and networks responsible for specific cognitive processes, and the repetition of the induced temporary changes can produce long-lasting effects. TMS effectiveness may be enhanced when used in conjunction with cognitive training focused on specific cognitive functions. Playing video games can be an optimal cognitive training since it involves different cognitive components and high levels of engagement and motivation. The goal of this study is to assess the synergistic effects of TMS and video game training to enhance cognition, specifically, working memory and executive functions. We conducted a randomized 2 × 3 repeated measures (stimulation × time) study, randomly assigning 27 healthy volunteers to an active intermittent theta-burst stimulation or a sham stimulation group. Participants were assessed using a comprehensive neuropsychological battery before, immediately after, and 15 days after finishing the video game+TMS training. The training consisted of 10 sessions where participants played a 3D platform video game for 1.5 h. After each gaming session, TMS was applied over the right dorsolateral prefrontal cortex (DLPFC). All participants improved their video gaming performance, but we did not find a synergistic effect of stimulation and video game training. Neither had we found cognitive improvements related to the stimulation. We explored possible confounding variables such as age, gender, and early video gaming experience through linear regression. The early video gaming experience was related to improvements in working memory and inhibitory control. This result, although exploratory, highlights the influence of individual variables and previous experiences on brain plasticity.

A video-game based cognitive training for breast cancer survivors with cognitive impairment: A prospective randomized pilot trial

IntroductionWe investigated whether a web-based cognitive training video game is an effective approach to improve cognitive decline in combination with our standard of care for rehabilitation of breast cancer (BC) patients. Materials and methodsSelf-selected BC patients between 18 and 71 years old complaining of disturbing cognitive impairment were studied. The patients received access to a web-based internet video game and online cognitive assessments (Aquasnap, Cambridge, MyCQ™). The early intervention group (n = 23) had a training program of 6 months of at least three times a week for a minimum of 60 min of game playing per week at home in addition to standard of care rehabilitation. The delayed intervention (n = 23) received standard of care for three months, followed by three months of similar MyCQ training. Outcome measures were the MyCQ (sub)scores and Activity of Daily Life (ADL), mood, subjective cognition and functional cognitive status measured by classic neuropsychological tests. ResultsAt baseline the means for CFQ (a measure of self-reported cognitive failure), anxiety, PSQI and self-reflectiveness were beyond normal range in both groups. CFQ improved significantly better in the intervention group (p = 0.029). Combining the evolution over time in the entire population a significant improvement was seen for overall MyCQ score, level of fear, physical and emotional role limitation, and health change (all p < 0.05), but self-reflectivess deteriorated (p < 0.05)). Significant differences in the various MyCQ subtests over time were: improved speed in choice reaction time, visual memory recognition, N back 1 and 2, coding, trail making test B, improved accuracy of N back 1 and 2 (all p < 0.05). ConclusionA program of cognitive training improves cognitive functioning over time. “Aquasnap” has a beneficial effect on the perception of subjective cognitive functioning (CFQ) but the exact role of video gaming in this process remains uncertain.

The Effectiveness of Interventions for Developmental Dyslexia: Rhythmic Reading Training Compared With Hemisphere-Specific Stimulation and Action Video Games.

Developmental dyslexia is a very common learning disorder causing an impairment in reading ability. Although the core deficit underlying dyslexia is still under debate, significant agreement is reached in the literature that dyslexia is related to a specific deficit in the phonological representation of speech sounds. Many studies also reported an association between reading skills and music. These findings suggest that interventions aimed at enhancing basic auditory skills of children with DD may impact reading abilities. However, music education alone failed to produce improvements in reading skills comparable to those resulting from traditional intervention methods for DD. Therefore, a computer-assisted intervention method, called Rhythmic Reading Training (RRT), which combines sublexical reading exercises with rhythm processing, was implemented. The purpose of the present study was to compare the effectiveness of RRT and that of an intervention resulting from the combination of two yet validated treatments for dyslexia, namely, Bakker’s Visual Hemisphere-Specific Stimulation (VHSS) and the Action Video Game Training (AVG). Both interventions, administered for 13 h over 9 days, significantly improved reading speed and accuracy of a group of Italian students with dyslexia aged 8–14. However, each intervention program produced improvements that were more evident in specific reading parameters: RRT was more effective for improvement of pseudoword reading speed, whereas VHSS + AVG was more effective in increasing general reading accuracy. Such different effects were found to be associated with different cognitive mechanisms, namely, phonological awareness for RRT and rapid automatized naming for VHSS + AVG, thus explaining the specific contribution of each training approach. Clinical Trial registration: ClinicalTrials.gov NCT02791841.

Tu1040 VIDEO GAME EXPERIENCE IS POSITIVELY CORRELATED WITH FASTER IMPROVEMENT ON ENDOSCOPY HANDLING SKILLS

The development of strong hand-eye coordination and psychomotor skills are crucial in endoscopy. Given the limited hours and procedural opportunities for endoscopy trainees, it is important to recognize factors that may aid or enhance in the acquisition of psychomotor skills. A recent study showed that video game training improved trainee performance in advanced virtual reality endoscopic simulators. In addition, video gaming experience has been linked to higher baseline laparoscopic skills. We sought to explore the effects of video gaming experience on endoscopic skills. We hypothesize that video game experience is positively correlated with baseline endoscope handling skills. We recruited first year gastroenterology trainees to participate in a six-week simulator-based training program from October to November 2019. We provided all trainees a previously validated simulator2 to practice tip control and scope handling by hitting 28 target points throughout the simulator. We instructed trainees to complete their practice runs as quickly as possible (expert endoscopist completion rate from previous study=mean 75 seconds (95%CI, 60-100s) following specified scope handling criteria. We abstracted participant demographics (age, sex, hand length, and hand span) and whether they had significant experience in video gaming, sports, and musical instruments. Our primary outcome was the number of runs needed before being able to consistently complete a trial run under 100 seconds. Our secondary outcome was the minimum completion time or the fastest time it took a trainee to complete one trial run. We performed descriptive statistics. We received exempt status from the local IRB. We enrolled 28 first-year gastroenterology trainees. We excluded one trainee who did not meet competency or finish the program in the analysis. A detailed list of the participant demographics is shown in Table. The gaming group reached the outer limit of 95%CI of expert-level competency (100-second completion rate) at a significantly faster rate than the non-gaming group (19.6±19.6 trial runs vs 45.5±23.2 trial runs, p=0.0044) (Figure). On average, those in the gaming group had a faster minimum completion time for one trial run, although the difference was not statistically significant (48±15 seconds vs 52±12 seconds, p=0.21). There were no significant differences for the age, hand length, and hand span between the trainees with significant gaming experience (n=14) and trainees without significant gaming experience (n=13). Both groups had similar athletic and musical experience. Video game experience is positively correlated with the faster acquisition of scope handling skills. We show that a cohort of fellows with previous video-gaming experience are able to acquire competency at twice the rate of their peers without video-gaming experience.FigureOn average, the gaming group took 19.6+19.6 trial runs to achieve competency and the non-gaming group took 45.5+23.24 runs. The difference between the two is statistically significant (p=0.0044).View Large Image Figure ViewerDownload Hi-res image Download (PPT)

Feasibility of TOWI as a cognitive training video game for children

Abstract Playing video games has not only become a ubiquitous pastime, but evidence suggests that it can also improve certain cognitive functions. This opportunity has led developers to create games whose goal is to provide tools related to cognitive training. However, several methodological problems have been observed regarding the interpretation of the effects encountered in cognitive training tools which, among other reasons, may stem from an incomplete understanding of how participants interact with the software. In this sense, a first step is to study how children react and engage in games in different contexts and whether any evidence of change after playing the games is encountered. Here, we evaluate the feasibility of using TOWI, a set of video games threaded together by a common narrative, as a cognitive training tool. Children played TOWI for several weeks at school or at their home. Cognitive performance before and after playing TOWI was compared using standardized neuropsychological tools as well as some cognitive screening games included as part of the TOWI platform. We found similar patterns of use in school and home as well as by boys and girls. Despite the exploratory nature of the current study, we found significant changes in several neuropsychological measures. We discuss the results in terms of the potential strengths that TOWI has as a training tool as well as in relation to the many pitfalls that lay ahead to achieve evidence of cognitive improvement, not only for TOWI, but for any tool developed for cognitive training.

Effects of multidomain versus single-domain training on executive control and memory in older adults: study protocol for a randomized controlled trial

BackgroundPrevious research suggests that both cognitive training and physical exercise help to maintain brain health and cognitive functions that decline with age. Some studies indicate that combined interventions may produce larger effects than each intervention alone. The aim of this study is to investigate the effects of combined cognitive and physical training compared to cognitive training and physical training alone on executive control and memory functions in healthy older adults.ObjectivesThe main objectives of this four-arm randomized controlled trial (RCT) are: to investigate the synergetic effects of a simultaneous, group-based multidomain training program that combines cognitive video-game training with physical exercise, in comparison to those produced by cognitive training combined with physical control activity, physical training combined with cognitive control activity, or a combination of both control activities; to investigate whether event-related potential latencies of the P2 component are shorter and N2 and P3b components assessed in a memory-based task switching task are enhanced after training; and to find out whether possible enhancements persist after a 3-month period without training.MethodsIn this randomized, single-blind, controlled trial, 144 participants will be randomly assigned to one of the four combinations of cognitive training and physical exercise. The cognitive component will be either video-game training (cognitive intervention, CI) or video games not specifically designed to train cognition (cognitive control, CC). The physical exercise component will either emphasize endurance, strength, and music–movement coordination (exercise intervention, EI) or stretching, toning, and relaxation (exercise control, EC).DiscussionThis RCT will investigate the short and long-term effects of multidomain training, compared to cognitive training and physical training alone, on executive control and memory functions in healthy older adults, in comparison with the performance of an active control group.Trial registrationClinicalTrials.gov, NCT03823183. Registered on 21 January 2019.

Casual Game or Cognitive Gain: Multitask Casual Game as a Training for Young Adults

Video game training was found to enhance executive functioning in different age groups. In terms of cognitive enhancement, rare studies have investigated the potential of casual games, an easily accessible and widely used class of video games. In this study, we investigated the efficacy of casual game playing as an executive functions training in younger adults. During a 12-session program, training group participants (n = 37) played the “MultiTask” game featuring simultaneous playing of two and more games assumed to tap executive functions. Active controls (n = 36) played a simple casual game (“Smooth Snake”). Each session lasted approximately 15–20 min. Training sessions were individual and conducted at participants’ homes. Posttest and follow-up (6 months) gains were assessed through various executive function measures (shifting, updating, inhibition, complex executive functions task, and working memory span). Using linear mixed-effects analysis no significant group × time interactions were found. Both groups decreased in the number of perseverative errors in complex executive function task immediately after the intervention and 6 months after the intervention. The study does not confirm beneficiary effects of casual video games on cognition of young adults. Also, it calls for caution when inferring on training gains in young adulthoods based on student samples.

Saray: A Solfege Learning Computer Game Based on Voice Analysis

Introduction: The methods and tools used for learning are rapidly changing. One of the most interesting fields in educational tools are computer games. “Saray” is a solfege training video game, through which the players take solfege rehearsals in form of challenges while tracing a folklore story. The game receives the player's voice through the microphone. Materials and Methods: Based on the algorithm and the written code, the player's voice was analyzed, and its fundamental frequency was extracted. The obtained frequency was entered into comparative calculations with pre-written patterns. If the user's voice frequency was within the defined range, the user would be successful and would earn the score. Results: Solfege exercises took the form of intra-game challenges from basic to advance levels. Behind the scenes, all input sounds were processed. The frequency of the input sounds was analyzed to implement this process. The result of the analysis was compared to pre-designed didactic patterns that were confirmed by the music master. The result of this comparison revealed the correct or incorrect user feedback in the game. Conclusion: Exercising in the form of games motivates players to spend more time for training, and has high impact because of the attractiveness of video games.

Time for a true display of skill: Top players in League of Legends have better executive control

Research into the effects of action video gaming on cognition has largely relied on self-reported action video game experience and extended video game training. Only a few studies have focused on participants' actual gaming skills. However, whether superior players and average players have different executive control is still not fully demonstrated. This study had top-ranking League of Legends players (global top 0.17%; N = 35) and average-ranking League of Legends players (N = 35) perform two cognitive tasks that aimed to measure three aspects of executive functioning: cognitive flexibility, interference control, and impulsive control. We controlled self-reported gaming experience, so that top-ranking players and average-ranking players had similar years of play and hours of play per week. We found that compared to a group of average players, top players showed smaller task-switching costs and smaller response-congruency effects in a Stroop-switching test. In a continuous performance test, top players indicated higher hit rates and lower false alarm rates as compared to average players. These findings suggest that top players have better cognitive flexibility and more accurate control of interference in the context of task-switching. Moreover, top players exhibit better impulsive control. The present study provides evidence that players' gaming skills rather than gaming experience are related to cognitive abilities, which may explain why previous studies on self-reported gaming experience and those assessing supervised training and cognitive performance have shown inconsistent results.