Video games and higher cognition

Livre Chapitre de livre Video games and higher cognition eng 2021 author Parong Jocelyn author Holman Claire Monique Brigitte 875256 author Cunningham Emma 957831 author Green Shawn author Bavelier Daphné 737548 3-30 10.4324/9780429282201 9780429282201 https://www.taylorfrancis.com/books/edit/10.4324/9780429282201/using-cognitive-affective-metrics-educational-simulations-games-harold-neil-eva-baker-ray-perez-stephen-watson?refId=dce286e2-38ee-4c76-aff0-3f3acde157a6 Over the past several decades, technological advancements in entertain- ment systems have given rise to a multibillion-dollar video gaming industry. Today, video games are one of the most ubiquitous forms of entertainment around the world, with an estimated 2.7 billion video game players world- wide (Statista, 2020). In the United States, 65% of adults play video games, spending an average of 4.8 hours per week playing computer, console, or mobile video games (Entertainment Software Association, 2019). Given the large amount of time individuals throughout the population spend playing video games, scientists have sought to examine the effects of video game exposure on a host of human behaviors and abilities. Such inquiries have spanned the entirety of psychological sciences, from educational psychology (e.g., Clark et al., 2016; Mayo, 2009), to clinical psychology (e.g., Biagianti & Vinogradov, 2013; Eichenbaum et al., 2015), to social psychology (Gentile et al., 2009; Greitemeyer & Osswald, 2011), to the focus of this chapter, cognitive psychology. Within cognitive psychology, the majority of work to date has examined the impact of video game play in domains such as execu- tive functions (e.g., inhibition, cognitive control, selective attention), cogni- tive flexibility (e.g., multitasking, task switching), and perceptual capabilities (e.g., peripheral vision, multisensory integration; Bavelier et al., 2018, 2012). Yet, a growing body of research has focused on what might be considered “higher level cognition,” in particular, intelligence, problem solving, and cre- ativity. These latter three domains will be the focus of this chapter. Dewey 150 New-York Taylor & Francis 108 Section de psychologie 71 false 1373 Brain & Learning Lab Using cognitive and affective metrics in educational simulations and games Harold F. O'Neil, Eva L. Baker, Ray S. Perez, Stephen E. Watson 92f027aa-ab94-4d9b-b7fd-aa391cf9c192 Book chapter (Published version) Public 2021VideoGames_HigherCognition.pdf 468683 application/pdf openAccess Faculté de psychologie et des sciences de l'éducation / Section de psychologie

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Cunningham, Emma