Playing Video Game Can Enhancing Multitasking In Adults

Lately, the convergence of gaming and cognitive enhancement has gained interest.

Implementing gamification in cognitive training tasks serves not only to enhance entertainment

value for players but also to prolong user engagement in training sessions, which is crucial for

cognitive improvement (Martincevic & Vranic, 2020). However, the effect of game-based

training on adults with normal cognitive functions remains a contentious topic. This essay will

argue that video game training enhances adults’ executive functions specifically in multitasking

through the analysis of two studies (Anguera et al., 2021; Martincevic & Vranic, 2020).

Evidence can be seen in the study of Anguera et al. (2021), which showed improvements in

multitasking performance even six years after the training.

Evidence 1: The Multitask Casual Game Study

Martincevic and Vranic (2020) aimed to test the effectiveness of multitasking casual games in

training executive functions among younger adults. The independent variable was the type of

game played, with two levels: the MultiTask game and the active control game. The study

consisted of 73 first-year psychology students who were recruited from a cognitive psychology

class. The participants engaged in the study voluntarily for class credits. These participants with

normal or corrected-to-normal vision were randomly assigned to either the training (MultiTask)

group (n = 37) or the active control (Smooth Snake) group (n = 36). The individual training

sessions are conducted at their homes, with a 12-session program over four weeks and 6 months

follow-up (15-20m each session), to assess the effects of playing the casual game on cognitive

functions in young adults. The dependent variable was the cognitive outcome measure,

operationalized by various task measurements of executive function covering updating,

switching, inhibition and visuospatial working memory, which were assessed before and after the

intervention. The outcomes reported that the participants achieved a more diversified performance in the multi-tasking exercise as they gained more practice with it, but there was no significant improvement in the basic executive functions when compared to the control group.

Interpretation

A strength of the study is its strong experimental design on multitasking which engages participants in simultaneous gameplay involving multiple games to activate various executive functions. This design is a complex cognitive skill that playing more games at the same time improves the ability to switch attention. To effectively play a particular game with different controls, individuals must inhibit the reactions needed to play other games while considering various sets of instructions. By incorporating this more challenging multitasking into training interventions, the study directly targets the enhancement of executive function associated with multitasking ability. Consequently, the use of a multitask casual game could potentially lead to more significant improvements in adults' executive functions compared to interventions that focus on single-task training. Another strength is the individual and home-based training sessions conducted over a 12-session program. Individual training enables personalized feedback and adjustment of difficulty levels, ensuring that participants are appropriately challenged and engaged throughout the process. Additionally, individual training enables the tracking of progress and the identification of areas for improvement. The combination of individualized training and home-based sessions can enhance the transfer of skills learned during the casual game training to real-life multitasking situations.

The limitation of the study is its highly selected sample consisting of students with already well-developed cognitive abilities. It may not accurately represent the broader population of younger adults who may have varying levels of cognitive abilities. As students already possess high

cognitive functioning, their potential for improvement through cognitive training may be limited leading to smaller training effects. Consequently, the lack of statistically significant effects in the high-ability sample limited the generalizability of the study's findings. The high cognitive functioning of the sample may have influenced observed training effects, but it does not reduce the overall impact of video game training on cognitive enhancement. Even if the effects are not significant, it still contributes to improving executive functions in young adults. Another limitation is the use of a single-blind design instead of a double-blind design. Without blinding researchers, there is a risk of bias that influences study design and interpretation of the results. This may affect the validity of results through differential treatment of participants or unconscious bias in data collection and analysis. Therefore, the lack of a double-blind design may lead to confounding variables and reduce the reliability of the study. This could result in uneven treatment between the experimental and control groups. The effect of video game training on multitasking was measured by objective results of executive function, helping to reduce researchers' unconscious bias.

Evidence 2: Long-term Maintenance of Multitasking Abilities

Anguera et al. (2021) aimed to investigate the long-term maintenance of video game training on multitasking skills in older adults. The independent variable was the type of training in the study. There were three levels: multitasking treatment, single-task treatment, and no-contact control. The dependent variable was the performance outcomes on cognitive tasks. It was operationalised using neuropsychological tests and cognitive control measures to measure the effects of different training interventions on cognitive abilities. 31 out of the initial 46 study participants, aged between 60-85 years old agreed to enrol in the 6-year follow-up assessment. Testing sessions were conducted within a week, and tasks were counterbalanced across all participants.

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Participants were required to be within 2 standard deviations of age-matched controls on specific neuropsychological tests to be eligible for the study. The cognitive control battery included measures of multitasking, sustained attention, and working memory. Performance on the NeuroRacer multitasking assessment was evaluated using the signal detection metric of discriminability (d-prime) to measure the percentage change in performance during multitasking compared to single-tasking conditions. The study found that participants in the NeuroRacer group showed persistent benefits in multitasking performance compared to control groups at the six years follow-up assessment. There was no significant difference in cognitive abilities over time between the NeuroRacer group and control participants.

Interpretation

A strength of the study is the existence of a long-term nature of the design, allowing researchers to assess the lasting effect of the treatment. It is by following participants over six years that this strength provides strong proof concerning the enduring benefits of cognitive training. This further increases its credibility and relevance in the findings being applicable in real-world situations. Another advantage is the use of repeated measurements and mixed effects models to analyse the data. This statistical approach helps to reduce data variability caused by accidental errors. Repeated measurements can also help identify and control random errors in measurements, hence improving data reliability and accuracy. This strength makes it easier for researchers to detect the effects of experimental factors on variables.

A limitation of the study is the small sample size, with approximately 10 individuals in each of the three original groups. Because any errors or outliers can significantly change the results, this limitation may affect the applicability of the findings and statistical analysis. A small sample size can lead to increased variability in the data, potentially resulting in less reliable and

representative findings. However, it continues to support the argument as the findings demonstrate positive effects on cognitive control following a successful NeuroRacer intervention. Another limitation is the lack of far transfer effects demonstrated by the cognitive intervention. It involves the transfer of learning from one task or domain to another that is significantly different. Without evidence of far transfer effects, the study's conclusions may be limited to specific cognitive area improvements rather than broader cognitive enhancements. However, the study primarily focused on near transfer effects, which are improvements in maintained multitasking performance and cognitive benefits activities that still support the argument.

Martinicevic and Vranic (2020) investigated the effectiveness of multitasking casual games in younger adults and found that participants showed improved performance in multitasking exercises.

Anguera et al. (2021) focused their study on older adults and tracked participants over six years. They observed persistent benefits in multitasking performance after a successful NeuroRacer intervention. Future research could explore larger sample sizes and diverse populations to further validate these findings and assess potential far transfer effects.

Overall, the findings point to the hopeful future of video games as it is very interactive and powerful learning resources for adults. The efficacy of video game training in enhancing executive functions has broader implications for cognitive enhancement interventions and underscores the importance of integrating gaming technology into cognitive training practices.

References

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Anguera, J. A., Schachtner, J. N., Simon, A. J., Volponi, J., Javed, S., Gallen, C. L., & Gazzaley, A. (2021). Long-term maintenance of multitasking abilities following video game training in older adults.

Martinicevic, M., & Vranic, A. (2020). Casual Game or Cognitive Gain: Multitask Casual Game as a Training for Young Adults

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