Cognitive, Not Physical, Engagement in Video Gaming Influences Executive Functioning

Autor/inn/en	Flynn, Rachel M.; Richert, Rebekah A.
Titel	Cognitive, Not Physical, Engagement in Video Gaming Influences Executive Functioning
Quelle	In: Journal of Cognition and Development, 19 (2018) 1, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flynn, Rachel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2017.1419246
Schlagwörter	Video Games; Executive Function; Physical Activities; Physical Activity Level; Pretests Posttests; Statistical Analysis; Children; Laboratory Schools; Cognitive Processes; Learner Engagement; California + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Statistische Analyse; Child; Kind; Kinder; Laborschule; Cognitive process; Kognitiver Prozess; Kalifornien
Abstract	Physically active video games (i.e., exergames), which are a prevalent and popular childhood activity, may have benefits to executive-functioning (EF) skills, as they incorporate both cognitive engagement and physical activity. Acute EF change in 147 7- to 12-year-olds was assessed after participation in a 20-min activity. The between-subjects design had 4 conditions: exergame, sedentary video game, exercise, and nonplaying control. The varied level of physical and cognitive engagement examined whether the nature of the activity, such as physical movement or cognitive engagement in an enjoyable activity, differentially related to changes in different aspects of EF. Participants in the cognitively engaging conditions (i.e., the 2 video game conditions) improved their accuracy on the most complex EF test and their reaction time on the standard EF test more than participants in the other conditions. These findings suggest that the kind of cognitive engagement involved in video game play is the mechanism of acute effects on EF. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01