The Influence of Video Games on Executive Functions in Adolescents: A Systematic Scoping Review with Meta-aggregation
Year: 2024
Type: article
Abstract: Video games have become a widespread form of entertainment among adolescents, raising questions about their influence on executive functions (EFs). These cognitive processes, including working memory, inhibitory control, and cognitive flexibility, are essential for self-regulation, decision-making, and goal-oriented behavior. This systematic scoping review evaluates the impact of video games on adolescents’ EFs, integrating findings from 38 peer-reviewed studies published through 2024. The review followed PRISMA-ScR guidelines and included studies examining adolescents aged 12 to 18 with their gaming behaviors. A meta-aggregation approach was used, combining quantitative effect sizes and qualitative insights. Findings reveal that action video games consistently enhance visuospatial working memory and cognitive flexibility, with effect sizes ranging from small to moderate. However, excessive gaming is linked to reduced inhibitory control and increased impulsivity, emphasizing the nuanced effects of video games on EFs. The type of game, gameplay duration, and individual differences significantly modulate these outcomes. This review underscores the heterogeneous impact of video games on cognitive functions, highlighting the importance of tailored research to explore underlying mechanisms and long-term effects. Sociocultural and socioeconomic factors also play crucial roles in moderating these influences, suggesting a need for context-sensitive investigations. Future studies should aim to establish standardized methods for measuring EFs and examine the potential of video games as tools for cognitive enhancement or rehabilitation in specific populations. This work provides a foundation for understanding the complex relationship between gaming and adolescent cognitive development.
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6893274699