Can Commercial Games Function as Intelligence Tests? A Pilot Study

Lim, Jessie; Furnham, Adrian

doi:10.1007/s40869-018-0053-z

Cited by 10 publications

(7 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Validities did partly match our hypotheses: As expected, GMA scores yielded small to moderate positive correlations with CDM scores. The size of these validities was close to values reported in the few previous studies investigating competitive board games (e.g., Burgoyne et al, 2016; Lim & Furnham, 2018). The numeric, verbal, and figural CDM did not yield distinctly increased correlations with GMA measures with corresponding content.…”

Section: Discussionsupporting

confidence: 86%

“…Adjusting for multiple testing was not conducted because the present study is an exploratory correlation study. We used a correlation of 0.30 as reference because prior studies investigating relations of GMA and competitive board game success seldom reported larger values (e.g., Burgoyne et al, 2016;Lim & Furnham, 2018). Anticipating dropouts, we decided to invite 100 students to participate in five sessions of 20 participants each.…”

Section: Participantsmentioning

confidence: 99%

“…This result was roughly equivalent in experienced and unexperienced player collectives. A singular non-chess result by Lim and Furnham (2018), who considered the verbal game Taboo, reported a similarly small correlation with Raven’s progressive matrices of 0 . 33.…”

Section: Introductionmentioning

confidence: 96%

See 2 more Smart Citations

Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks

Lubbe

Petri

2023

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

Competition among individuals is a natural mode of determining who is fittest. While in nature, economics, and sports, it is common to infer ability or aptitude from the outcome of competitions, our knowledge on its effects in regard to psychological/educational assessment is scarce. In the present pilot study, we explore a measurement approach for assessing individual differences in interpersonal, face-to-face competitions, based on a set of cognitively demanding, competitive, fast-paced, two-opponent tasks. For initial task evaluation, we conducted comprehensive reliability and construct validation analyses, considering cognitive ability, motivation, and personality measures. Moreover, using structural equation models we conducted a simultaneous factorization of the tasks with the other validation measures. The results suggest that the newly developed tasks measure both cognitive ability (intelligence) as well as a competition-specific component. The competition-specific component was positively associated with experience in competitive gaming and negatively correlated with neuroticism. While the pattern of validities was promising, the measurements’ reliabilities were yet unsatisfactory. Implications for future research as well as the design of competition-based measurements are discussed.

show abstract

Section: Discussionsupporting

confidence: 86%

Section: Participantsmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks

Lubbe

Petri

2023

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

show abstract

“…First, the results confirmed the convergent validity of the mechanics of the reprogrammed versions of these games for entertainment as measures of cognitive abilities, as several researchers have shown for video games in general (Baniqued et al 2013;Buford and O'Leary 2015;Foroughi et al 2016;Kokkinakis et al 2017;Kranz et al 2017;Lim and Furnham 2018;Burns 2007, 2008;Quiroga et al 2019;Shute et al 2015;Ventura et al 2013). The correlation values obtained between test performance (DAT-AR and DAT-SR) and video game performance (Blek, Edge, and Unpossible) were of average size for the non-emotional-problem sample (0.37 to 0.46), and they were similar to values obtained in other studies when correlating tests that measured the same ability.…”

Section: Discussionsupporting

confidence: 78%

“…Quiroga et al (2016) suggested that video games can be used to measure cognitive abilities. Several studies have found a mediumhigh correlation (0.40-0.70) between video game performance and performance on tests of cognitive abilities when using video games for entertainment (Baniqued et al 2013;Ventura et al 2013;Shute et al 2015;Buford and O'Leary 2015;Foroughi et al 2016;Kranz et al 2017;Kokkinakis et al 2017;Lim and Furnham 2018) and video games made specifically to measure cognitive processes or abilities Burns 2007, 2008). Therefore, video game performance can be considered an excellent approximation for the estimation of intellectual level, and it has certain advantages over tests: (a) It takes place in a more natural environment (Koch et al 2021), (b) it is highly accepted by the tested persons (Buil et al 2020), and (c) is especially useful when anxiety can affect the validity of the tests (Ventura et al 2013), as could be the case with young adults with emotional problems who consult outpatient centers (Bear et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Checking Different Video Game Mechanics to Assess Cognitive Abilities in Groups with and without Emotional Problems

Román,

Gutiérrez,

Ramos-Cejudo

et al. 2023

J. Intell.

View full text Add to dashboard Cite

This study assesses cognitive abilities through video games for entertainment (Blek, Edge, and Unpossible) that were programmed from scratch to record players’ behavior and the levels achieved in a sample without emotional problems and in one with emotional problems. The non-emotional-problem sample was recruited from three universities and two bachelor’s degree programs. The emotional-problem sample was recruited from two outpatient centers. The participants in the emotional-problem sample completed reduced versions of the ability tests and video games, as required by their emotional problems. Three subtests of the Differential Aptitude Test that assessed abstract reasoning, visuospatial reasoning, and perceptual speed were selected as ability tests. All participants were required to complete a mental health questionnaire (PROMIS) and a brief questionnaire on their gaming habits and previous experience with the video games used. The results that were obtained showed good convergent validity of the video games as measures of cognitive abilities, and they showed that the behavior of players in the sample without emotional problems while playing predicted the level achieved in the Blek and Unpossible game fragments, but this was only true for Unpossible in the emotional-problem sample; finally, shorter versions of the Blek and Edge game fragments can be used because they maintain their good psychometric properties.

show abstract

Taking an Intelligence Test: Does the Context Matter?

Furnham

2022

Intelligence in Context

View full text Add to dashboard Cite

Can Commercial Games Function as Intelligence Tests? A Pilot Study

Cited by 10 publications

References 18 publications

Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks

Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks

Checking Different Video Game Mechanics to Assess Cognitive Abilities in Groups with and without Emotional Problems

Taking an Intelligence Test: Does the Context Matter?

Contact Info

Product

Resources

About