Learning executive function skills by playing focused video games

• Published in: Contemporary educational psychology 2017-10, Vol.51, p.141-151
• Main Authors: Parong, Jocelyn, Mayer, Richard E., Fiorella, Logan, MacNamara, Andrew, Homer, Bruce D., Plass, Jan L.
• Format: Article
• Language: English
• Subjects: Cognitive training; Computer games; Executive function; Serious games; Video games
• ISSN: 0361-476X; 1090-2384
• DOI: 10.1016/j.cedpsych.2017.07.002

•Developed a custom game aimed at teaching the executive function skill of shifting.•Selected a control game that did not require shifting.•Playing the custom game improved shifting skill more than playing the control game.•Shifting effects were found for 2h of game playing but not for 1h.•Shifting effects were stronger for players who reached higher levels in the custom game. The objective of the present study was to determine whether it is possible to design a video game that could help students improve their executive function skill of shifting between competing tasks and the conditions under which playing the game would lead to improvements on cognitive tests of shifting. College students played a custom video game, Alien Game, which required the executive function skill of shifting between competing tasks. When students played for 2h over 4 sessions they developed significantly better performance on cognitive shifting tests compared to a control group that played a different game (d=0.62), but not when they played for 1h over 2 sessions. Students who played Alien Game at a high level of challenge (i.e., reaching a high level in the game) developed significantly better performance on cognitive shifting tests compared to controls when they played for 2h (Experiment 1, d=1.44), but not when they played for 1h (Experiment 2). Experiment 3 replicated the results of Experiment 1 using an inactive control group, showing that playing Alien Game for 2h resulted in significant improvements in shifting skills (d=0.78). Results show the effectiveness of playing a custom-made game that focuses on a specific executive function skill for sufficient time at an appropriate level of challenge. Results support the specific transfer of general skills theory, in which practice of a cognitive skill in a game context transferred to performance on the same skill in a non-game context.