Cognitive consequences of playing brain‐training games in immersive virtual reality

Abstract

This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

“…In this context, the research focused on the potential of digital games, both Commercial-Off-the-Shelf (COTS) games and serious games (Abt 1975 ) (i.e. those that are primarily designed to improve learning outcomes in addition to entertainment) to develop cognitive skills such as working memory, attention and spatial cognition (Mayer 2019 ; Makransky et al 2019 ; Kaimara et al 2019a ; Parong and Mayer 2020 ). Table 3 presents the reviewed studies focused on the cognitive domain.…”

“…ClinicaVR is recommended as an assessment tool for selective and sustained attention 31 Palaus et al ( 2017 ) Review article * * * The authors aimed to understand the relationship between the use of video games and their neural correlates. Despite the heterogeneity of the field of study, it has been possible to establish a series of links between the neural and cognitive aspects, particularly regarding attention, cognitive control, visuospatial skills, cognitive workload, and reward processing 32 Parong and Mayer ( 2020 ) Research article * * * The goal of the study was to examine the effects of playing an immersive VR game that included a collection of gamified cognitive tasks, on specific components of cognition, including perceptual attention, mental rotation, working memory, visualization, visual field of view, and visual processing speed. No evidence that brain training games improve specific components of cognition 33 Passig et al ( 2016 ) Research article * * The main objective of this research was to study the degree to which the learning process in a dynamic assessment procedure using a computerized 3D Immersive Virtual Reality (3D IVR) framework contributes to the cognitive modifiability of children.…”

“…spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and collaborative learning. Correspondingly, Parong and Mayer ( 2020 ) researched the effects of playing immersive VR games on specific components of cognition, i.e. perceptual attention, mental rotation, working memory, visualization, visual field of view, and visual processing speed.…”

Co-design of mini games for learning computational thinking in an online environment

“…Currently, mini games deployed in VR environments are receiving considerable research attention (Parong & Mayer, 2020 ). Studies show that mini games played in VR environments present tremendous opportunities for adequate immersion, motivation, engagement, and interaction to enhance learners’ learning experience (Chaves et al, 2019 ; Bouali et al, 2019 ).…”

The Role of Motivation and Desire in Explaining Students’ VR Games Addiction: A Cognitive-Behavioral Perspective

“…Moreover, Educational games will have a positive impact on the users. Previous papers suggest that VR brain games enhance the cognitive skills of the students more than the traditional way of schooling [7]. Because of the broad geographic penetration and business value, VR technology is now a strategic informatics and entertainment weapon, and many sectors, including e-commerce, real estate, and sport, consider VR technology as an open platform [8].…”