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Area of Science:

  • Cognitive Psychology
  • Human-Computer Interaction
  • Neuroscience

Background:

  • Commercial action videogames (AVGs) are increasingly studied for their cognitive benefits.
  • Previous research suggests AVGs improve perception and attention, but the mechanisms of transfer are debated.

Purpose of the Study:

  • To investigate the mechanisms behind cognitive transfer from playing videogames.
  • To propose and support the
  • common demands
  • hypothesis for videogame-induced cognitive enhancements.

Main Methods:

  • Review of existing studies on action and non-action videogames.
  • Analysis of task demands in videogames and laboratory cognitive tasks.
  • Examination of transfer effects in relation to shared task requirements.

Main Results:

  • Cognitive transfer from AVGs is best explained by shared task demands (e.g., multiple object tracking, attentional switching) between games and trained tasks.
  • Non-action games also show specific, limited transfer when game and task demands overlap.
  • Transfer is equivocal when games and tasks lack common demands.

Conclusions:

  • The
  • common demands
  • hypothesis accurately explains cognitive transfer across various game genres.
  • This understanding can guide the selection of games for cognitive training and the design of new enhancement videogames.
  • Findings align with cognitive training literature, emphasizing specific rather than general improvements.