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- Title
Executive Function and Action Gaming among College Students.
- Authors
Holfeld, Brett; Cicha, Rebecca; Ferraro, F.
- Abstract
The popularity and use of action video games has grown considerably in the last decade. Empirical evidence suggests that there is a significant association between action gaming and cognitive and executive abilities. The functioning of individuals' with or without gaming experience has been measured primarily with objective or performance-based assessments of executive function. The current study used a reliable and valid self-report (i.e., subjective) assessment of executive function, the Executive Functioning Inventory (EFI; Spinella in International Journal of Neuroscience, 115, 649-667 ) to examine whether prolonged action gaming (e.g., intensity and duration) could account for executive function differences among 212 undergraduate participants ( Mage = 21.1) with varying degrees of action gaming experience. The EFI made up of 5 domains (e.g., motivational drive, impulse control, empathy, organization, and strategic planning) measured participants' overall level of executive function. After controlling for gender, age, education, depression, and state and trait anxiety, action gaming intensity was associated with and predicted lower overall levels of executive function. The findings suggest that current gaming behaviors negatively relate to young adult's typical level of functioning in everyday situations which can include deficiencies in work and school settings.
- Subjects
VIDEO games; COLLEGE students; COGNITIVE ability; EXECUTIVE ability in children; AUTHENTIC assessment; EXECUTIVE function
- Publication
Current Psychology, 2015, Vol 34, Issue 2, p376
- ISSN
1046-1310
- Publication type
Article
- DOI
10.1007/s12144-014-9263-0