Active videogames and cognition. Educational proposals in adolescents

• Main Authors: Alberto Ruiz Ariza, Sebastian Lopez Serrano, Sara Suarez Manzano, Emilio J. Martínez López
• Format: Article
• Language: English
• Published: Asociación Iberoamericana de Educación Superior y a Distancia (AIESAD) 2018-02-01
• Series: RIED: Revista Iberoamericana de Educación a Distancia
• Subjects: Videojuegos activos; cognición; rendimiento cognitivo; rendimiento académico; adolescentes.
• Online Access: http://revistas.uned.es/index.php/ried/article/view/19799
• ISSN: 1138-2783; 1390-3306

Current scientific evidence has corroborated that one way of stimulating cognitive function is through the regular practice of physical activity, an intrinsic component of active video games. Recent studies have shown that by including this type of video games during the school day, the current levels of sedentarism could be reduced in adolescents, promoting a better physical condition, socialization and integral development of those who practise them. In addition, these may be useful for improving cognitive and academic performance. However, these effects are still almost unexplored and very few studies have established the relationship between these variables. Therefore, the objective of this work is to review and analyse the results of the most current research based on the influence of active video games on cognition in adolescents. PubMed, Web of Science, SportDiscus and ProQuest databases were revised, over the past 10 years, which is the time limit set for this analysis. Six studies were included. All showed a positive association in these variables and only three of the studies included cofounders. These results suggest that promoting programs through active video games could have great potential for cognitive and academic development at this educative stage. In addition, they would allow the development of healthy habits of physical activity, the increase in student motivation and a better socialisation.