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Differences in Visual Attention Performance Between Action Game Playing and Non-playing Children

机译：动作游戏和非播放儿童之间的视觉关注性能的差异

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Games often act as a teaching tool, but prolonged video game playing may have effects on the cognitive ability of schoolchildren. The present research aims to investigate such effects. The study recruited schoolchildren from grades 1 to 6 as participants to examine differences in attention performance between action game players and non-players. The experiment used the modified UFOV (useful field of view) operated with such factors as distance and clues. The results revealed that the players are significantly superior to the non-players in reaction speed and accuracy, suggesting that the players have better attention in the space and selection realms. In addition, distance also had a significant effect on the participants: increase in distance significantly lowered the accuracy of the non-players, whereas that of the players changed little. The results suggest that video games can strengthen the visual attention of children. It is recommended that the research findings be considered in the design of teaching tools related to attention training. In addition, the task characteristics of the action game content can be incorporated in educational materials to improve the effectiveness of training and assistance.
机译：游戏经常充当教学工具，但长时间的视频游戏可能对学童的认知能力产生影响。本研究旨在调查这些效果。该研究招募了1至6年级的学龄儿童作为参与者，以研究行动游戏玩家和非球员之间的注意力绩效的差异。该实验使用了与距离和线索这样的因素一起操作的修改的UFOV（有用的视野）。结果表明，球员以反应速度和准确性的非球员显着优于非球员，这表明球员在空间和选择领域中更好地关注。此外，距离也对参与者产生了重大影响：增加距离显着降低了非球员的准确性，而球员的距离很少。结果表明，视频游戏可以加强儿童的视觉关注。建议在与关注培训相关的教学工具设计中考虑研究结果。此外，动作游戏内容的任务特征可以包含在教育材料中，以提高培训和援助的有效性。

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