Video Games and Spatial Cognition

By Ian Spence, Jing Feng. 2010

523 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Automotive Engineering, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f9fae39e4ffb7af1d6ffbacb310aa93e3df62745

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In Artificial Intelligence

In Automotive Engineering

In Developmental and Educational Psychology

Citations in the corpus

Learning, attentional control and action video games (2012, background): “Action Video Game Play Enhances Attentional Control Over the past two decades, myriad reports have documented the beneficial effects of playing video games [7,48,49] (see also Box 1).”
Blazing Angels or Resident Evil? Can Violent Video Games be a Force for Good? (2010, background): “Broadly defined visuospatial cognition involves intellectual and cognitive processes related to attending, scanning, selecting, processing, and mentally altering visual information (Ferguson, 2007a; Green & Bavelier, 2007; Shah & Freedman, 2003; Spence & Feng, 2010).”
Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, background): “The mechanics and dynamics inherent in action games do not place equivalent load on all cognitive domains (e.g., strong load is placed on processes related to top-down attention, perception, and multitasking, but there is little to no verbal cognition at play; Spence & Feng, 2010).”
Gender Differences in Spatial Ability: Implications for STEM Education and Approaches to Reducing the Gender Gap for Parents and Educators (2017, background): “In a review by Spence and Feng (2010) on the contribution of videogame play to spatial cognition, action-based games and maze/puzzle genres emerged as the most likely to affect spatial cognition as they provide repeated practice in spatial perception, mental rotation, and navigation tasks.”
Videogames and Young People with Developmental Disorders (2010, unknown): “…of perceptuomotor and spatial skills, for rule learning, for the facilitation of flexible cognitive strategies (Castel, Pratt, & Drummond, 2005; Ferguson, 2007; Ferguson, Cruz, & Rueda, 2008; Green & Bavelier, 2003, 2006; Greenfield, 1984, 2009; Spence & Feng, 2010; Feng, Spence, & Pratt, 2007).”
Think3d!: Training Spatial Thinking Fundamental to STEM Education (2013, background): “Support for videogame training comes from studies showing improvements on spatial assessments (e.g., Okagaki & Frensch, 1994; Spence & Feng, 2010).”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “Interest in the effects of video-game play on cognitive processing has led to a proliferation of empirical studies in recent decades (Green & Bavelier, 2006a; Spence & Feng, 2010).”
Action video game training for cognitive enhancement (2015, background): “Games within this genre are characterized by complex 3D settings, quickly moving and/or highly transient targets, strong peripheral processing demands, substantial amounts of clutter, and the need to consistently switch between highly focused and highly distributed attention all while making rapid, ”
Relationship Between Screen Time and Chinese Children’s Cognitive and Social Development (2020, background): “…of attention, improvements in word knowledge and verbal fluency, improved dynamic and spatial skills, multiple object tracking abilities, visuomotor coordination, contrast sensitivity, and improved sensory and perceptual skills (Boot, Kramer, Simons, Fabiani, & Gratton, 2008; Spence & Feng, 2010).”
Human–Agent Teaming for Multirobot Control: A Review of Human Factors Issues (2014, background): “Spence and Feng [163] concluded that playing action games contributed to players’ sensory, perceptual, and attentional abilities (e.”