Research published by University of Rochester neuroscientists C. Shawn Green and Daphne Bavelier has grabbed national attention for suggesting that playing "action" video and computer games has the positive effect of enhancing student's visual selective attention. But that finding is just one small part of a more important message that all parents and educators need to hear: Video games are not the enemy, but the best opportunity we have to engage our kids in real learning.

Digital Game-Based Learning

Here, we update our 1990 Annual Review of Neuroscience article, “The Attention System of the Human Brain.” The framework presented in the original article has helped to integrate behavioral, systems, cellular, and molecular approaches to common problems in attention research. Our framework has been both elaborated and expanded in subsequent years. Research on orienting and executive functions has supported the addition of new networks of brain regions. Developmental studies have shown important changes in control systems between infancy and childhood. In some cases, evidence has supported the role of specific genetic variations, often in conjunction with experience, that account for some of the individual differences in the efficiency of attentional networks. The findings have led to increased understanding of aspects of pathology and to some new interventions.

https://www.brainm.com/software/pubs/dg/Hubs-Networks/AttnSystUpdate-20yrs_Posner&Petersen.pdf

The attention system of the human brain: 20 years after.

What Video Games Have to Teach Us about Learning and Literacy

Gamma rhythms are commonly observed in many brain regions during both waking and sleep states, yet their functions and mechanisms remain a matter of debate. Here we review the cellular and synaptic mechanisms underlying gamma oscillations and outline empirical questions and controversial conceptual issues. Our main points are as follows: First, gamma-band rhythmogenesis is inextricably tied to perisomatic inhibition. Second, gamma oscillations are short-lived and typically emerge from the coordinated interaction of excitation and inhibition, which can be detected as local field potentials. Third, gamma rhythm typically concurs with irregular firing of single neurons, and the network frequency of gamma oscillations varies extensively depending on the underlying mechanism. To document gamma oscillations, efforts should be made to distinguish them from mere increases of gamma-band power and/or increased spiking activity. Fourth, the magnitude of gamma oscillation is modulated by slower rhythms. Such cross-frequency coupling may serve to couple active patches of cortical circuits. Because of their ubiquitous nature and strong correlation with the "operational modes" of local circuits, gamma oscillations continue to provide important clues about neuronal population dynamics in health and disease.

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Mechanisms of Gamma Oscillations

Fluid intelligence (Gf) refers to the ability to reason and to solve new problems independently of previously acquired knowledge. Gf is critical for a wide variety of cognitive tasks, and it is considered one of the most important factors in learning. Moreover, Gf is closely related to professional and educational success, especially in complex and demanding environments. Although performance on tests of Gf can be improved through direct practice on the tests themselves, there is no evidence that training on any other regimen yields increased Gf in adults. Furthermore, there is a long history of research into cognitive training showing that, although performance on trained tasks can increase dramatically, transfer of this learning to other tasks remains poor. Here, we present evidence for transfer from training on a demanding working memory task to measures of Gf. This transfer results even though the trained task is entirely different from the intelligence test itself. Furthermore, we demonstrate that the extent of gain in intelligence critically depends on the amount of training: the more training, the more improvement in Gf. That is, the training effect is dosage-dependent. Thus, in contrast to many previous studies, we conclude that it is possible to improve Gf without practicing the testing tasks themselves, opening a wide range of applications.

/pdf/improving-fluid-intelligence-with-training-on-working-memory-1lofpgaegw.pdf

Improving fluid intelligence with training on working memory

As video-game playing has become a ubiquitous activity in today's society, it is worth considering its potential consequences on perceptual and motor skills. It is well known that exposing an organism to an altered visual environment often results in modification of the visual system of the organism. The field of perceptual learning provides many examples of training-induced increases in performance. But perceptual learning, when it occurs, tends to be specific to the trained task; that is, generalization to new tasks is rarely found. Here we show, by contrast, that action-video-game playing is capable of altering a range of visual skills. Four experiments establish changes in different aspects of visual attention in habitual video-game players as compared with non-video-game players. In a fifth experiment, non-players trained on an action video game show marked improvement from their pre-training abilities, thereby establishing the role of playing in this effect.

/pdf/action-video-game-modifies-visual-selective-attention-4e6tz9uiud.pdf

Action video game modifies visual selective attention

The authors investigated the effect of action gaming on the spatial distribution of attention. The authors used the flanker compatibility effect to separately assess center and peripheral attentional resources in gamers versus nongamers. Gamers exhibited an enhancement in attentional resources compared with nongamers, not only in the periphery but also in central vision. The authors then used a target localization task to unambiguously establish that gaming enhances the spatial distribution of visual attention over a wide field of view. Gamers were more accurate than nongamers at all eccentricities tested, and the advantage held even when a concurrent center task was added, ruling out a trade-off between central and peripheral attention. By establishing the causal role of gaming through training studies, the authors demonstrate that action gaming enhances visuospatial attention throughout the visual field.

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Effect of action video games on the spatial distribution of visuospatial attention

The ability of the human brain to learn is exceptional. Yet, learning is typically quite specific to the exact task used during training, a limiting factor for practical applications such as rehabilitation, workforce training, or education. The possibility of identifying training regimens that have a broad enough impact to transfer to a variety of tasks is thus highly appealing. This work reviews how complex training environments such as action video game play may actually foster brain plasticity and learning. This enhanced learning capacity, termed learning to learn, is considered in light of its computational requirements and putative neural mechanisms.

/pdf/brain-plasticity-through-the-life-span-learning-to-learn-and-4m4q891qo1.pdf

Brain Plasticity Through the Life Span: Learning to Learn and Action Video Games

In many everyday situations, speed is of the essence. However, fast decisions typically mean more mistakes. To this day, it remains unknown whether reaction times can be reduced with appropriate training, within one individual, across a range of tasks, and without compromising accuracy. Here we review evidence that the very act of playing action video games significantly reduces reaction times without sacrificing accuracy. Critically, this increase in speed is observed across various tasks beyond game situations. Video gaming may therefore provide an efficient training regimen to induce a general speeding of perceptual reaction times without decreases in accuracy of performance.

/pdf/increasing-speed-of-processing-with-action-video-games-2ba4ok79zk.pdf

Increasing Speed of Processing With Action Video Games

The ubiquity of video games in today's society has led to significant interest in their impact on the brain and behavior and in the possibility of harnessing games for good. The present meta-analyses focus on one specific game genre that has been of particular interest to the scientific community-action video games, and cover the period 2000-2015. To assess the long-lasting impact of action video game play on various domains of cognition, we first consider cross-sectional studies that inform us about the cognitive profile of habitual action video game players, and document a positive average effect of about half a standard deviation (g = 0.55). We then turn to long-term intervention studies that inform us about the possibility of causally inducing changes in cognition via playing action video games, and show a smaller average effect of a third of a standard deviation (g = 0.34). Because only intervention studies using other commercially available video game genres as controls were included, this latter result highlights the fact that not all games equally impact cognition. Moderator analyses indicated that action video game play robustly enhances the domains of top-down attention and spatial cognition, with encouraging signs for perception. Publication bias remains, however, a threat with average effects in the published literature estimated to be 30% larger than in the full literature. As a result, we encourage the field to conduct larger cohort studies and more intervention studies, especially those with more than 30 hours of training. (PsycINFO Database Record

/pdf/meta-analysis-of-action-video-game-impact-on-perceptual-88za2qj8rs.pdf

C. Shawn Green

Papers

Action video game modifies visual selective attention

Effect of action video games on the spatial distribution of visuospatial attention

Brain Plasticity Through the Life Span: Learning to Learn and Action Video Games

Increasing Speed of Processing With Action Video Games

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills