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首页> 外文会议>International Conference on Human-Computer Interaction;International Conference on Human-Computer Interaction in Games >Can Video Game Training Improve the Two-Dimensional Mental Rotation Ability of Young Children? A Randomized Controlled Trial
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Can Video Game Training Improve the Two-Dimensional Mental Rotation Ability of Young Children? A Randomized Controlled Trial

机译：电子游戏训练能否提高幼儿的二维心理旋转能力？随机对照试验

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Mental rotation skill has been constantly shown to reliably predict science, technology, engineering, and mathematics (STEM) achievements, and is a major component of spatial ability. Previous studies have documented that mental rotation capacity develops rapidly in early years and can be enhanced through training. However, few studies have estimated the training effects of video games on the mental rotation performance of preschoolers, particularly with respect to gender differences and ability levels. This study, therefore, aimed to examine whether video game training can facilitate the mental rotation development of young children, and whether gender- or ability-based discrepancies can be moderated via intervention. We randomly assigned 40 five- to six-year-olds to one of two treatment conditions: an intervention group (playing My Little Pony Rotate Puzzle) or a control group (receiving no training). The former played the allocated video game for six min/day for five consecutive days, while the control group continued with their routine activities. Video game training led to significant improvements in mental rotation ability, and the training effects gradually became larger as the degree of rotation increased. Boys outperformed girls at pre-test but gender differences were remarkably lessened by training. Initial ability differences in the intervention group also disappeared after training, and children who scored low at pre-test improved most through the intervention. Our findings imply that video game training can reduce gender and ability disadvantages in mental rotation, and may serve as an effective alternative to traditional intervention programs.
机译：不断证明心理旋转技能可以可靠地预测科学，技术，工程和数学（STEM）的成就，并且是空间能力的主要组成部分。先前的研究已经证明，心理旋转能力在早期阶段发展迅速，可以通过训练来增强。但是，很少有研究估计视频游戏对学龄前儿童的心理旋转表现的培训效果，特别是在性别差异和能力水平方面。因此，本研究旨在检验视频游戏训练是否可以促进幼儿的心理旋转发展，以及是否可以通过干预减轻基于性别或能力的差异。我们将40名五岁至六岁的儿童随机分配到以下两种治疗条件之一：干预组（玩“我的小马驹旋转拼图”）或对照组（不接受任何训练）。前者连续五天每天玩分配的视频游戏，每天六分钟，而对照组则继续进行例行活动。电子游戏训练极大地提高了心理旋转能力，并且随着旋转度的增加，训练效果逐渐变大。在预测试中，男孩的表现优于女孩，但通过培训，性别差异明显减少。训练后，干预组的初始能力差异也消失了，并且在预测试中得分较低的孩子通过干预得到了最大的改善。我们的发现表明，视频游戏培训可以减少心理旋转中的性别和能力劣势，并且可以替代传统的干预计划。

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