Assessing Differences in Visual Cognition Between Nongamers, Moderate Action Gamers, and Heavy Action Gamers: An Alternative to Extreme Group Designs

Mallik, Peter R.; Metzger, Mitchell M.; Outen, Hannah; MacKay, Jordan; Fogle, Talyah; Wilson, Jessica; Lewis, Savannah

doi:10.1007/s41465-020-00169-1

Cited by 5 publications

(2 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The mean reaction time (RT) and reaction slope are recorded. The test is commonly administered in neuropsychological examinations (e.g., Mallik et al, 2020; Wong & Low, 2018).…”

Section: Methodsmentioning

confidence: 99%

Effect of HEG biofeedback on selected cognitive functions—Randomized study in children with ADHD and neurotypical children

Skalski

Pochwatko

Balas

2021

Infant and Child Development

View full text Add to dashboard Cite

Commonly proven abnormalities in the structure and functioning of the prefrontal cortex (PFC) are related to cognitive deficits in children with ADHD. The purpose of the randomized controlled study was to assess the efficacy of intervention using hemoencephalographic biofeedback (HEG BFB) in PFC in ADHD and neurotypical children. The final cohort consisted of 120 children aged 9–15 years, including 60 children with ADHD. The individuals were randomized in 10 HEG BFB or physical activity (PA) training sessions. Children with ADHD exhibited lower cognitive capacity in terms of vigilance, visual search, multitasking, inhibitory control and working memory compared to neurotypical children. The performance of children with ADHD and neurotypical children in cognitive functions improved under the influence of HEG BFB (the PA training did not have a statistically significant impact on the results). The important gain predictors in HEG BFB involved: intrinsic motivation, internal locus of control and positive mood.

show abstract

“…The mean reaction time (RT) and reaction slope are recorded. The test is commonly administered in neuropsychological examinations (e.g., Mallik et al, 2020; Wong & Low, 2018).…”

Section: Methodsmentioning

confidence: 99%

Effect of HEG biofeedback on selected cognitive functions—Randomized study in children with ADHD and neurotypical children

Skalski

Pochwatko

Balas

2021

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…Research was not focused on the impact that the extracurricular video-game-playing activity has on the skill sets of participants as learners. Even when articles highlighted skills like memory (La Corte et al, 2019;Mallik et al, 2020) and cognition (Kwak et al, 2020;Samsuri et al, 2019), these were more often found in the health or behavior literature, and not related to education. There is room to better understand the heavy-video-gamer as a learner, focusing on the study practices and skillsets that these learners are honing because of gaming (Gnambs et al, 2020).…”

Section: Identified Gapsmentioning

confidence: 99%

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Todd¹

View full text Add to dashboard Cite

Video-gaming has become a popular extracurricular option for students in higher education. More than 70 percent of undergraduate students reported they played video-games at some level, with heavy-video-gaming students reporting they invest over 14 hours a week on games. When extracurricular activities take 14 or more hours of commitment, students' academic performance is at risk of falling. However, not much is known about the heavy-video-gaming students, their gaming and study practices, and whether new technology-enhanced academic learning supports may meet their needs. A conceptual framework using study habits and attitudes, academic performance, and activity theory provided a lens to view the research. This exploratory study applied a qualitative virtual ethnography methodology and interviews to investigate the gaming and study practices of 93 heavy-video-gaming students. Results indicate five study organizational approaches the video-gaming participants use in their study practices. In addition, five types of heavy-video-gaming students have been explored. More specifically, the findings unveil the contrast between undergraduate video-gaming students' study and gaming practices. For example, the results indicate that playing games offer the video gaming students a mental break they feel they need to take from their university studies, and students play games as a reward for their study efforts. Additionally, video-gaming students desire that their studies provide them with some ongoing reward system, similar to rewarding systems in games. Finally, learning supports for gaming students have been developed. This new knowledge about the study practices of video-gaming students can be used by educational professionals as a basis for developing and implementing technology-enhanced academic learning supports to align with video-gamer student needs.

show abstract

Impact of placebo-related instruction on HEG biofeedback outcomes in children with ADHD

Skalski

2020

Applied Neuropsychology: Child

View full text Add to dashboard Cite

Assessing Differences in Visual Cognition Between Nongamers, Moderate Action Gamers, and Heavy Action Gamers: An Alternative to Extreme Group Designs

Cited by 5 publications

References 19 publications

Effect of HEG biofeedback on selected cognitive functions—Randomized study in children with ADHD and neurotypical children

Effect of HEG biofeedback on selected cognitive functions—Randomized study in children with ADHD and neurotypical children

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Impact of placebo-related instruction on HEG biofeedback outcomes in children with ADHD

Contact Info

Product

Resources

About