Action video games and informal education: effects on visual attention distribution strategies

Action video games and informal education: effects on visual attention distribution strategies

summary

Two experiments investigated the effects of the video game experience on students' divided visual attention. The shared attention was measured using the response time to objectives with different probabilities in two places on the computer screen. In one state, the goal appeared 10% of the time in one position (low probability position), 80% of the time in the other position (high probability position) and 10% of the time in both positions. In the other state, the target appeared 45% of the time in each position (equiprobable or neutral positions) and 10% of the time in both positions. Experiments 2 were an unselected group with a continuous distribution of video game performance. (labeled as more qualified, less qualified). Experience 1 showed that video game experts were comparable to beginners in that they demonstrated an attention advantage (with consequent reduction in response times) compared to the high probability position (compared to a neutral or equiprobable position). However, unlike beginners, the experts did not show any attention costs (resulting in slower response times) to the low probability position (always compared to a neutral position). The experts also had much faster response times compared to beginners in the 10% and 80% positions, but not in the 45% position. Experience 2 showed that the video game experience was a determining factor in improving strategies with shared attention. Five hours of play with a video game called Robotron have led to a significant reduction in response time to 10%, the point of difference between expert and beginner in experience 1 .