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1 ared with an active control (playing on-line video games).
2 rgical patients playing a virtual-navigation video game.
3 ainst each other in a competitive, real-time video game.
4 s and by performance tasks such as playing a video game.
5 during a goal-directed motor task, namely a video game.
6 otion discrimination task, and (3) a control video game.
7 complex as radiological diagnosis and action video games.
8 gnificant amount of violence in some E-rated video games.
9 tion spaces, such as board games and classic video games.
10 time spent on digital devices, particularly video games.
11 for social media and mobile phones and 2 for video games.
12 have these characteristics simply play more video games.
13 d educational impact similar to robotics and video games.
14 the potential health benefits of active-play video games.
15 ren to report the time specifically spent on video gaming.
16 consisted of 1278 NVGs who had never played video games (0 hours per week of gaming) and 800 VGs who
17 higher use: television viewing, 128 (10.4%); video gaming, 145 (11.8%); computer use, 353 (28.8%); an
18 Here we used a cognitive task embedded in a video game(16) to measure non-verbal spatial navigation
19 ss of three training regimens: (1) an action video game, (2) a psychophysical task that combined atte
20 rvention protocol, including virtual reality video games, activity monitors, and handheld computer de
22 rticipants in dance, music, visual arts, and video games, along with a pre/post-learning study (N = 2
25 tures (known as dark patterns) are common in video games and adult-directed technologies, but their p
26 outcomes that could result from active-play video games and considered how these games could potenti
27 mputer engines that simulate rich physics in video games and graphics, but that uses approximate, pro
28 (CL) sensorimotor interfaces, such as action video games and musical instruments, can impart a broad
29 ough adolescents have embraced the Internet, video games and smart phones, with their extraordinary p
30 the current state of research on active-play video gaming and its potential to serve as a gateway exp
33 -to-end in tasks such as object recognition, video games, and board games, achieving performance that
34 ng child and adolescent use of social media, video games, and mobile phones has raised concerns about
35 nformal learning environments of television, video games, and the Internet are producing learners wit
36 enue for feature films, first-month sales of video games, and the rank of songs on the Billboard Hot
41 eople who chose to avidly engage with action video games as part of their normal life also show enhan
46 thalamic connectivity changes after use of a video game-based cognitive rehabilitation program, as th
47 ents in the intervention group performed the video game-based cognitive rehabilitation program, while
49 of nucleic acids that enable the large-scale video game-based crowdsourcing of RNA sensor design, fol
50 nal digital intervention delivered through a video game-based interface, designed to target the front
51 To test the expertise hypothesis, we used a video-game-based paradigm that tacitly trained listeners
53 , to our knowledge, of how a custom-designed video game can be used to assess cognitive abilities acr
54 y stimulating environments within modern-day video games can act as a human correlate of environmenta
55 oved visuomotor skills and whether excessive video gaming causes conduct problems, or whether childre
56 ies are needed to determine whether moderate video gaming causes improved visuomotor skills and wheth
57 f public health concern; however, content in video games commonly played by children has not been qua
58 triatum was significantly reduced during the video game compared with baseline levels of binding, con
59 d their weekly amount of television viewing, video gaming, computer use, and reading at ages 12, 13,
60 ype (ie, general use of screens, television, video games, computers, smartphones, and social media),
61 n than during the resting control and seated video game conditions; however, no significant differenc
64 ories to a test in three large and realistic video game data sets: a puzzle game (with 7,994 levels a
65 rspielabhangigkeitsskala], a modified German video game dependency scale with a score range of 0-56 [
67 l in its infancy, results can be surprising: video games designed to be reasonably mindless result in
68 such as mental health advocates, dog lovers, video game developers, vegans, bitcoin investors, conspi
69 ek spent reading or using a computer/playing video games did not differ between the groups before myo
71 tter) to films (e.g., Star Wars and Avatar), video games (e.g., The Legend of Zelda and Final Fantasy
72 of different media types: music, TV, films, video games, (e-)books, (digital) magazines, and audiobo
75 on 57 different Atari games(3)-the canonical video game environment for testing artificial intelligen
77 kills can be seen in school children playing video games, even with relatively small amounts of use.
79 t study shows for the first time that action video game experience does indeed improve probabilistic
80 ssibility, 80 participants with mixed action video game experience were tested on a visual reaction t
81 ants with normal vision and limited previous video game experience, none had played 3D video games, p
83 rticipants (339 [85%]) played the customized video game for at least 2 hours or until they completed
88 healthy young adults above those of standard video games for measures of brain activity, choice behav
96 energy expenditure when compared with seated video games; however, the influence of AVGs on compensat
97 ut encouraging data on learning outcomes for video games in science, technology, engineering, and mat
98 e debate, the proposed benefits and risks of video gaming in young people remain to be empirically cl
99 several 'self-finding' tasks based on simple video games, in which players (N = 124) had to identify
100 hers, and professionals from the active-play video game industry to discuss the potential health bene
101 playtime provided by a stakeholder from the video games industry, we found no credible evidence for
103 ly one such intervention being identified: a video game intervention focusing on behavioural issues r
106 ally stimulating virtual environments within video games is a human correlate of environmental enrich
108 social problem is the prevalence of violent video games, leading to desensitization, aggressive beha
109 r example, Chicago) led to better results at video game levels with a regular layout, whereas growing
111 Daphne Bavelier show that playing an action video game markedly improved subjects performance on a r
112 parents should be aware that popular T-rated video games may be a source of exposure to a wide range
113 rents should understand that popular E-rated video games may be a source of exposure to violence and
116 mentally active sedentary behavior, such as video gaming, may benefit brain health, whereas mentally
118 nd controlled study has found that playing a video game modeled from sensory foraging behavior can im
119 12 unique DNA oligonucleotide sequences with video game music, which is equivalent to 84 trits or 110
120 sed with a custom-designed three-dimensional video game (NeuroRacer), exhibits a linear age-related d
122 participants played either a highly violent video game or a non-violent version of the same game.
123 ernatives: time to spend playing a hand-held video game or time to spend reading magazines or complet
124 g for pleasure, watching television, playing video games or working on the computer), hours per week
125 0 h on either a first-person active shooting video game, or a motion direction discrimination task wi
128 deo gamers who specifically favor complex 3D video games performed better on a demanding recognition
130 has examined the association between action video game play and untrained auditory tasks, which woul
131 ing demonstrated that the effects of violent video game play are mediated primarily by aggressive cog
134 ers, and we confirm a causal role for action video game play in inducing such improvements through a
137 est that far transfer learning during action video game play is modality-specific and that an acousti
138 complex training environments such as action video game play may actually foster brain plasticity and
140 udies have demonstrated an effect of violent video game play on later aggressive behavior, little is
144 mblyopia before and after 40 hours of active video game play, using a rapid serial visual presentatio
146 that certain activities such as gambling or video-game play may be considered addictive in the absen
150 Based on analysis of the 672 current E-rated video games played on home consoles, 77% were in sports,
151 us video game experience, none had played 3D video games, played first-person-shooter action stereosc
152 week across game categories) and multi-genre video game players (> 5 h/week across game categories).
153 eliably shown superior performance in action video game players (AVGPs) compared to non-players (<= 5
154 rt-term memory for coherent motion in action video game players (AVGPs), non-action video game player
155 ction video game players (AVGPs), non-action video game players (NAVGPs), and non-gamers (control gro
158 ance values and reaction times revealed that video game players have a lower guessing rate than CONs,
159 project has crowdsourced RNA design to human video game players in the form of puzzles that reach ext
161 ps was affected by the masking stimulus, but video game players were affected to a lesser extent than
162 rent aspects of visual attention in habitual video-game players as compared with non-video-game playe
163 lder individuals and preschool children, and video-game players outperform non-players on some tests
166 provides a general mechanism for why action video game playing enhances performance in a wide variet
167 trial), but rather the true effect of action video game playing may be to enhance the ability to lear
171 ontrolling for television and movie viewing, video-game playing, parenting, age, sex, race or ethnici
172 st decade has shown that training on 'action video games' produces learning that transfers well beyon
174 a three-dimensional multiplayer first-person video game, Quake III Arena in Capture the Flag mode, us
175 ontent of a convenience sample of 55 E-rated video games released for major home video game consoles
176 naive video gamers in a rich 3D, but not 2D, video game, resulted in a significant improvement in hip
179 experiment, non-players trained on an action video game show marked improvement from their pre-traini
180 und that dyslexic children trained on action video games show significant improvements on basic measu
181 ddition, after 2 weeks of training on the 3D video game Super Mario 3D World, naive video gamers show
183 rom experimental data, and become experts in video games - tasks that would have been deemed impossib
185 This approach couples Eterna, an online video game that crowdsources RNA sequence design to comm
186 ased cognitive training program or web-based video games that do not specifically target executive fu
188 s a significant amount of content in T-rated video games that might surprise adolescent players and t
189 echniques for interactive simulations (as in video games) that optimize for efficiency and natural ap
191 , anxiety, and inattention; higher levels of video game time were associated with higher levels of de
192 e children's daily TV or digital media time, video game time, electronic-learning time, and video-cha
196 tent descriptors assigned to the 396 T-rated video game titles showed 373 (94%) received content desc
199 Inspired by recent findings that action video game training can impart a broader spectrum of ben
200 ggest that well-documented effects of action video-game training might be due to the sustained deploy
201 ts following attentional tracking and action video-game training suggest that well-documented effects
206 we investigated relationships between weekly video game use, selected cognitive abilities, and conduc
208 tive use of social media, mobile phones, and video games using validated child-reported measures from
210 Influential accounts claim that violent video games (VVGs) decrease players' emotional empathy b
212 d clinical trial, exposure to a theory-based video game was associated with liberalized thresholds fo
215 physicians played a customized, theory-based video game while being observed by content experts (coac