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- Moisala, M., et al.
(författare)
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Gaming is related to enhanced working memory performance and task-related cortical activity
- 2017
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Ingår i: Brain Research. - : Elsevier BV. - 0006-8993 .- 1872-6240. ; 1655, s. 204-215
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Tidskriftsartikel (refereegranskat)abstract
- Gaming experience has been suggested to lead to performance enhancements in a wide variety of working memory tasks. Previous studies have, however, mostly focused on adult expert gamers and have not included measurements of both behavioral performance and brain activity. In the current study, 167 adolescents and young adults (aged 13–24 years) with different amounts of gaming experience performed an n-back working memory task with vowels, with the sensory modality of the vowel stream switching between audition and vision at random intervals. We studied the relationship between self-reported daily gaming activity, working memory (n-back) task performance and related brain activity measured using functional magnetic resonance imaging (fMRI). The results revealed that the extent of daily gaming activity was related to enhancements in both performance accuracy and speed during the most demanding (2-back) level of the working memory task. This improved working memory performance was accompanied by enhanced recruitment of a fronto-parietal cortical network, especially the dorsolateral prefrontal cortex. In contrast, during the less demanding (1-back) level of the task, gaming was associated with decreased activity in the same cortical regions. Our results suggest that a greater degree of daily gaming experience is associated with better working memory functioning and task difficulty-dependent modulation in fronto-parietal brain activity already in adolescence and even when non-expert gamers are studied. The direction of causality within this association cannot be inferred with certainty due to the correlational nature of the current study.
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| 2. |
- Moisala, M., et al.
(författare)
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Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults
- 2016
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Ingår i: NeuroImage. - : Elsevier BV. - 1053-8119 .- 1095-9572. ; 134, s. 113-121
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Tidskriftsartikel (refereegranskat)abstract
- The current generation of young people indulges in more media multitasking behavior (e.g., instant messaging while watching videos) in their everyday lives than older generations. Concerns have been raised about how this might affect their attentional functioning, as previous studies have indicated that extensive media multitasking in everyday life may be associated with decreased attentional control. In the current study, 149 adolescents and young adults (aged 13–24 years) performed speech-listening and reading tasks that required maintaining attention in the presence of distractor stimuli in the other modality or dividing attention between two concurrent tasks. Brain activity during task performance was measured using functional magnetic resonance imaging (fMRI). We studied the relationship between self-reported daily media multitasking (MMT), task performance and brain activity during task performance. The results showed that in the presence of distractor stimuli, a higher MMT score was associated with worse performance and increased brain activity in right prefrontal regions. The level of performance during divided attention did not depend on MMT. This suggests that daily media multitasking is associated with behavioral distractibility and increased recruitment of brain areas involved in attentional and inhibitory control, and that media multitasking in everyday life does not translate to performance benefits in multitasking in laboratory settings.
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- Masiello, I., et al.
(författare)
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Learning in a web-based system in medical education
- 2005
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 27:6, s. 561-563
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Tidskriftsartikel (refereegranskat)abstract
- New learning environments such as distance education and computer-aided instruction promise to bring a change in today's learning environments by adjusting the relationship between the learner, the educational content and the organization of education. In this study, we explored whether students' approaches to learning related to their perception of a particular virtual learning environment. Scales of the ASSIST questionnaire were loaded in a two-principal component solution, surface and deep-strategic. We found statistically significant correlations between the approaches to learning and the students' attitudes towards ICT. Early identification of approaches to learning and attitudes towards ICT may prove to be important in order to provide assistance to aid the transition of students with diverse individual characteristics and to the design of new learning environments.
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