Computer games that exercise cognitive skills: What makes them engaging for children?

Martinović, Dragana; Burgess, Gerald H.; Pomerleau, Chantal M.; Marin, Cristina

doi:10.1016/j.chb.2016.02.063

Cited by 32 publications

(24 citation statements)

References 31 publications

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“…According to the literature, a promising way to improve EFs in children is related to the use of computerized programs, probably because computerized training, for children, could be as motivating as playing a videogame. As Martinovic et al (2016) demonstrated, videogames are engaging if they are simple and rewarding, but they are not motivating if they ask the children to improve their attention and problem-solving skills. Moreover, in their meta-analysis concerning computerized EF training programs, Webb et al (2018) found a small effect on the three EF factors (Inhibition, Updating, and Shifting): Hedges' g effect size ranged from 0.005 (Updating) to 0.16-0.17 (Shifting and Inhibition).…”

Section: Discussionmentioning

confidence: 99%

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

et al. 2020

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In the present meta-analysis, we examined the effect of cognitive training on the Executive Functions (EFs) of preschool children (age range: 3-6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g = 0.352; k = 123; p < 0.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects were found for behavioral-and learning-related outcomes. Cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socioeconomic status) than for children with typical development and without risks. Other significant moderators were: individual vs. group sessions and length of training. The number of sessions and computerized vs. non-computerized training were not significant moderators. This is the first demonstration of cognitive training for transfer effects among different executive processes. We discuss this result in relationship to the lower level of modularization of EFs in younger children.

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Section: Discussionmentioning

confidence: 99%

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

et al. 2020

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“…Some of the more rigorous empirical studies, using objective measures of learning rather than self-reports, do find that flow enhances task performance within a game (Engeser & Rheinberg, 2008;Keller & Bless, 2008;Lee & Chen, 2009;Liu, Cheng, & Huang, 2011). A recent study that used an observational method of both engagement (flow) and performance also found them to be positively related in children in a variety of different types of games (Martinovic, Burgess, Pomerleau, & Marin, 2016).…”

Section: Presence Flow and Identification And Learning From Gamesmentioning

confidence: 95%

How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

Bachen

Hernndez-Ramos

Raphael

et al. 2016

Computers in Human Behavior

116

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a b s t r a c tThis study develops and tests an integrated model of how three psychological variablesdpresence, flow, and character identificationdcontribute to interest in learning and empathy with people from other cultures through a simulation game. U.S. college students played one of two roles (an American journalist or Haitian survivor) in the game that dealt with the aftermath of the 2010 Haiti earthquake. Presence was a powerful predictor of flow, character identification, and empathy felt during the games. Furthermore, empathy experienced by game play significantly predicted interest in learning more about the game topics. Flow and identification made secondary contributions to learning outcomes, with flow mediating the effect of presence on males' empathy and identification contributing to females' interest in learning. While the proposed model was generally successful at predicting outcomes, it did a better job of accounting for the experience of participants who played a role rooted in their own culture (the journalist) than in a different culture (the survivor), and for female than male players. Our results suggest that serious game designers should prioritize inducing empathy and immersive presence in players, giving secondary attention to designing for flow and character identification.

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“…However, they did not found an effect of enjoyment on self-assessed or tested learning gains. Martinovic et al (2016) concluded that children performed better on games that exercise cognitive skills in which they were more engaged. Similarly, Hsieh, Lin, and Hou's (2016) findings implied that students who had higher flow experiences, especially a timedistortion experience, tended to have higher learning performances.…”

Section: Introductionmentioning

confidence: 99%

The role of experience during playing bullying prevention serious game: effects on knowledge and compassion

Zubković

Kolić‐Vehovec

Smojver‐Ažić

et al. 2020

Behaviour & Information Technology

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In line with previous findings stressing the importance of the player experience for game effectiveness, the main aim of the study was to explore whether the experience while playing a serious digital game aimed at bullying prevention mediated the relationship between initial and postgame knowledge about appropriate reactions in bullying situations, and initial and postgame compassion for the victim. Participants were 12-to 14-year-old students from 10 European schools (N = 120; 51% boys). Students were assessed in schools, by an online survey, before and after gaming sessions, on measures of knowledge about appropriate reactions in bullying situations and compassion for the victim. Students' experience during playing was also assessed. The proposed model showed a good fit to the data, but the mediation hypotheses were not supported. The results indicated that some aspects of the game experience could affect subsequent knowledge and compassion. Specifically, the challenge had a significant effect on knowledge about appropriate behaviour, while immersion had a significant effect on compassion. The model was tested on the wider sample including students who played the control game (N = 116; 46% boys). The results of moderated mediation analysis offer further support to this conclusion, as these effects were not significant in the control group.

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Computer games that exercise cognitive skills: What makes them engaging for children?

Cited by 32 publications

References 31 publications

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

The role of experience during playing bullying prevention serious game: effects on knowledge and compassion

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