The Short Term Effects of Action and Non Action Videogame Play on Attention
Bibliographic record
Abstract
Non videogame player scores on attentional tasks can improve after extended training with action videogames. Non videogame player scores on attentional tasks can also improve after extended training with non action videogames in some areas of attention. There has been less research performed with non action videogames and most research has focused on extended play. If the implication of video game training research is to improve attentional skills, then there must be research exploring the short term effects of video game play. I compared short term play in non action and action games. Participants either played a non action game or an action game, for either 10 or 30 minutes. An attentional blink task and visual search tasks were administered after play. Participants scored better on attentional blink after 30 minutes of action game play than after 30 minutes of non action videogame play. This implies that action games could improve attention more than non action games in a short term context.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".