Action video games and informal education: Effects on strategies for dividing visual attention

Greenfield, Patricia M.; deWinstanley, Patricia A.; Kilpatrick, Heidi; Kaye, Daniel B.

doi:10.1016/0193-3973(94)90008-6

Cited by 207 publications

(137 citation statements)

References 22 publications

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“…Several researchers have noted enhancements in various aspects of visual attention as a result of video-game play (Castel, Pratt, & Drummond, 2005;Gopher, 1992;Gopher, Weil, & Bareket, 1994;Green & Bavelier, 2003;Greenfield, DeWinstanley, Kilpatrick, & Kaye, 1994;Trick, Jaspers-Fayer, & Sethi, 2005). Many of today's action video games are remarkably visually challenging.…”

mentioning

confidence: 99%

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

Green

Bavelier

2006

Journal of Experimental Psychology: Human Perception and Perfor

543

480

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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. Keywords video games; attention; useful field of viewVisual acuity, or the ability to discriminate small changes in shape in central vision, is a key determinant of vision. Ask someone how good their vision is, and they will typically comment on their ability to read a sign, to recognize faces from afar, or to score 20/20 on an optometrist's eye chart. However, many of the visual tasks people complete on a day-to-day basis bear little relation to the ability to read the bottom line on an eye chart. For instance, driving does not require perfect acuity (many U.S. states require that one's vision be only 20/40 to receive a driver's license). Instead, the most common visual demands present while driving involve focusing attention on relevant stimuli, such as pedestrians, animals, and other cars, while ignoring the many irrelevant distractors that clutter the visual environment. The dichotomy between visual acuity and visual attention has been exemplified by many studies (Ball, Beard, Roenker, Miller, & Griggs, 1988;Ball & Owsley, 1991;Ball, Owsley, & Beard, 1990;Ball, Owsley, Sloane, Roenker, & Bruni, 1993;Intriligator & Cavanagh, 2001;Owsley, Ball, & Keeton, 1995;Sekuler & Ball, 1986), with the general finding being that simple tests of visual acuity and perimetry are poor predictors of performance on tasks that demand effective visuospatial attention.A number of paradigms have been developed with the goal of quantitatively measuring visual selective attention

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mentioning

confidence: 99%

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

Green

Bavelier

2006

Journal of Experimental Psychology: Human Perception and Perfor

543

480

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“…Deux points principaux ressortent de l'observation du fonctionnement des experts perceptifs (Abernethy, 1991 ;Chase et Simon, 1973 ;Gobet et Simon, 1998 ;Greenfield, deWinstanley, Kilpatruck et Kaye, 1994 ;Nougier, Ripoll et Stein, 1989) et du développement de leur maîtrise : d'une part, leur capacité à organiser les stimuli par la présence d'un cadre conceptuel et, d'autre part, l'accélération et l'accroissement de cette maîtrise par la prise de conscience des informations déci-sives qui organisent la tâche à effectuer (Biederman et Shiffrar, 1987). Pour Léontiev (Léontiev, 1984, p. 302 Pour cet auteur, ne pas amener un contenu ou un processus à un niveau conscient empêche l'amélioration de ses propres procédures de traitement, tout en le maintenant dans un état figé et rigide, donc incapable de participer de manière efficace à une action nouvelle ou inconnue.…”

Section: Visées Des Trois Exercicesunclassified

L’amélioration de la compréhension en lecture d’élèves du secondaire par un entraînement syntaxique : modalités, résultats et perspectives

Foucambert

2010

rse

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lequel la structure syntaxique de la phrase guide l'intégration des unités sémanti-ques. Notre objectif est d'étudier l'impact sur les résultats en lecture d'un entraîne-ment spécifiquement conçu pour renforcer les habiletés syntaxiques. Nous présen-tons les modalités didactiques du plan expérimental à travers trois exercices mis en place pour travailler la syntaxe dans l'activité de lecture, avec des élèves du secondaire. Les résultats ne montrent aucune incidence de l'entraînement sur la vitesse de lecture. En revanche, on observe une amélioration de la compréhension chez les sujets qui ont participé à l'entraînement. mots clés • compréhension en lecture, vitesse, syntaxe, modèle structural de lecture, secondaire.

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“…-During the Gulf War, Commodore Tom Corcoran called the complex process of monitoring electronic screens to distinguish friends from foes in the air an enormous video game with life or death consequences" (Greenfield et al, 1996, p. 189). Finally, the military has acknowledged that the skills required to fly an aircraft are very similar to those required to play videogames (Greenfield et al, 1996 Fortress resembled a two-dimensional overhead view of a space flight game.…”

Section: -3mentioning

confidence: 99%

“…Videogames have been shown to increase cognitive abilities such as spatial visualization (Dorval & Pepin, 1986), spatial reasoning (Okagaki t Frensch, 1994;Subrahmanyam & Greenfield, 1994), and visual attention (Greenfield, DeWinstanley, Kilpatrick, & Kaye, 1996) . In particular, Dorval and Pepin (1986) investigated whether spatial visualization test scores could be improved by playing video games.…”

Section: -3mentioning

confidence: 99%

Summer Research Program - 1998 Graduate Student Research Program Volume 7 Armstrong Laboratory

Moore¹

1998

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Action video games and informal education: Effects on strategies for dividing visual attention

Cited by 207 publications

References 22 publications

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

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

L’amélioration de la compréhension en lecture d’élèves du secondaire par un entraînement syntaxique : modalités, résultats et perspectives

Summer Research Program - 1998 Graduate Student Research Program Volume 7 Armstrong Laboratory

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