Expandability differences in learning transfer between computerized and non-computerized games

Abstract

Computerized and non-computerized games are used in training designed to improve cognitive function. However, it is unclear which properties of the games influence the transfer of cognitive performance. This study aimed to examine the expandability of this transfer according to the properties of training tools. We introduced two training tools (virtual and standard Rubik's Cubes) and examined bidirectional transfer between the two cube types and transfer to other cognitive tasks. The results showed that transfer from the virtual cube to the standard cube was greater relative to that observed from the standard cube to the virtual cube. Regarding transfer to other tasks, cognitive transfer did not differ significantly between the virtual and standard cubes, but the training exerted beneficial effects. These results suggest that transfer expandability differed between computerized and non-computerized games. The findings of the study could contribute to the provision of an effective cognitive training programme.Computerized games (CGs) are popular and enjoyed as a means of entertainment by people of all ages worldwide. Numerous CGs have been developed since the 1960s, and the quality of the games' graphics and sound has increased considerably. Originally, CGs were created to provide users with pleasure and enjoyment. However, recent reports have indicated that playing some CGs could exert beneficial effects on cognitive function, as they require concentration, memory, coordination, and rapid reaction 1 . In accordance with these beneficial effects, new CGs, commonly known as 'brain training games', have been designed to improve cognitive function. Note that, brain training games are not limited to CGs. Non-computerized games (NCGs: e.g., wooden blocks, puzzle rings, and clay play) have been used to improve cognitive function in young children worldwide. The beneficial effects of these games on cognitive function are well known 2-7 . The transfer of cognitive performance from game playing to general cognitive function is a critical topic in education and medicine. In these fields, easy cognitive training, which maintains motivation, is required for children, older adults, and patients with cognitive deficits. The examination of the mechanisms underlying cognitive transfer via both CGs and NCGs could contribute to the establishment of easy and enjoyable training programmes designed to improve cognitive functions. 4Many studies have endeavoured to clarify the general mechanism underlying cognitive transfer via games; however, it is a complex phenomenon that is affected by numerous internal and external factors 8,9 . Transfer has not been categorized clearly, but some previous studies have proposed distinctions between different types of transfer 10 .Moreover, conventional studies have examined the transfer effects of either CGs or NCGs but have not considered both simultaneously. Beneficial transfer of cognitive skills via either CGs or NCGs has been reported in many studies involving young children and older adults [1...