Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains

Abstract

Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized.

Effects of video-game play on information processing: A meta-analytic investigation

“…The total hours of training were completed over a range of time from a single session to several weeks. The training length ranged from 15 min to 50 h. Three studies (Dorval & Pepin, 1986;Sanchez, 2012;G. Smith, Morey, & Tjoe, 2007) were excluded from this comparison for not having reported a specific amount of game training (the participants were given the game to play at home during the training period).…”

“…Unfortunately, to date, simply not enough studies have compared the effects of different game types within a single informationprocessing domain. It will be imperative for future studies to use crossover designs in which learners are trained on two different games and their abilities are assessed across multiple information-processing domains (e.g., Sanchez, 2012); ideally, such studies should utilize an additional control condition to allow for comparisons of each game type to a uniform baseline.…”

On the validity and generality of transfer effects in cognitive training research

“…Complex tasks, like action video gaming (e.g., Basak et al, 2008;Green, Sugarman, Medford, Klobusicky, & Bavellier, 2012;Maillot, Perrot, & Hartley, 2012;Sanchez, 2012), origami practice (Jausovec & Jausovec, 2012), painting (Tranter & Koutstaal, 2008), music education (Degé et al, 2011;Moreno et al, 2011), virtual breakfast cooking (Wang, Chang, & Su, 2011), or the participation in volunteer senior services (Carlson et al, 2008) were distinguished from the other tasks (in single and multiple-task trainings) because these activities were not designed to address one well-defined cognitive ability or to draw on one psychological process alone. It is important to note, however, that this distinction is somewhat arbitrary from an ecological perspective because all tasks, if designed for a specific purpose or not, are not process pure and usually draw on multiple cognitive abilities (e.g., Redick et al, 2013).…”

Visual and Analytic Strategies in Geometry

“…Particularly impressive are the analyses of large data sets showing that people with high scores on tests of spatial thinking in high school are more interested in science and math, are more likely to get advanced degrees in STEM, and are more likely to pursue STEM careers (Shea, Lubinski, & Benbow, 2001;Wai et al, 2009). This has led to an increase in training studies that aim at improving spatial thinking as a means of improving performance in STEM disciplines (Sanchez, 2012;Uttal et al, 2013).…”