Center for Vital Longevity, University of Texas at Dallas, Dallas, Texas, United States of America.
Department of Psychology, University of Texas at Dallas, Richardson, Texas, United States of America.
PLoS One. 2023 Aug 2;18(8):e0285925. doi: 10.1371/journal.pone.0285925. eCollection 2023.
This current study is a meta-analysis conducted on 63 studies on video-game based cognitive interventions (118 investigations, N = 2,079), which demonstrated a moderate and significant training effect on overall gains in cognition, g = 0.25, p < .001. Significant evidence of transfer was found to overall cognition, as well as to attention/perception and higher-order cognition constructs. Examination of specific gameplay features however showed selective and differential transfer to these outcome measures, whereas the genre labels of "action", "strategy", "casual", and "non-casual" were not similarly predictive of outcomes. We therefore recommend that future video-game interventions targeting cognitive enhancements should consider gameplay feature classification approach over existing genre classification, which may provide more fruitful training-related benefits to cognition.
本研究对 63 项基于视频游戏的认知干预研究（118 项研究，N = 2079）进行了荟萃分析，结果表明，这些研究在整体认知增益方面具有中等且显著的训练效果，g = 0.25，p <.001。研究还发现了对整体认知以及注意力/感知和高阶认知结构的显著转移证据。然而，对特定游戏玩法特征的检查表明，这些特征对这些结果指标具有选择性和差异性的转移，而“动作”、“策略”、“休闲”和“非休闲”等游戏类型标签则不能同样准确地预测结果。因此，我们建议未来针对认知增强的视频游戏干预应考虑采用游戏玩法特征分类方法，而不是现有的类型分类方法，这可能会为认知提供更有益的训练相关益处。
