Exploring the Influence of Video Games on Self-Reported Spatial Abilities Among University Students

Background: Video games are no longer just entertainment; they are increasingly recognized for their potential to enhance cognitive abilities, including spatial cognition. This skill is vital in academic disciplines, where strong spatial reasoning is essential for problem-solving and success. Aims: This study investigates how video game engagement impacts self-reported spatial abilities in university students, focusing on the frequency, types, and duration of gaming. It also explores the contributions of specific video game genres and features to perceived cognitive improvements. Method: A cross-sectional study was conducted with 566 Saudi university students who completed an online questionnaire on their gaming habits and self-reported spatial abilities. Data were analyzed using independent sample t-tests and chi-square tests to assess the associations between video game behaviors and self-reported spatial cognition. Results: Frequent gamers (65% of participants) demonstrated significantly higher self-reported spatial abilities than infrequent gamers, particularly in adapting to spatial challenges (p < 0.001). Players engaged with action and open-world games reported the greatest perceived improvements in spatial cognition. No significant gender differences were observed, indicating that both males and females benefit equally from gaming. The use of perspective in games was notably linked to spatial skill enhancement (p = 0.05). Conclusions: Regular video game play, especially with spatially demanding genres, is associated with significant self-reported improvements in spatial abilities. These findings highlight the potential of video games as tools for enhancing self-reported spatial cognition in education and professional training, particularly in STEM fields.