Extended Essay

Attention and video games: Do action video games help improve attention span in
adolescents?
Group 3: Psychology
Word count: 3999
Contents
Introduction:......................................................................................................................... 3
Body:..................................................................................................................................... 5
Conclusion:......................................................................................................................... 13
Introduction:
Attention. Attention is a phenomenon that allows us to select information from our
surroundings through rehearsal from the short-term storage and convert it into long-term
memory. It is the act of selectively focusing on a discrete aspect of information, whether
perceived subjectively or objectively while ignoring the rest. Attention is not about adding
data to your memory; it is about blocking out surrounding information while focusing on
what you need.
The concept of "attention" comprises cognitive and behavioral processes. Although there has
not been a breakthrough in understanding this phenomenon, in 1890, William James wrote
that "Attention" is the taking possession by the mind, in clear and vivid form, of one out of
what seem several simultaneously possible objects or trains of thought. Focalization,
concentration, of consciousness, are of their essence."1
Improvement of attention can also be associated with and translated into real-life situations.
For example, although all jobs require concentration, a few require high concentration levels
for long periods. Examples of such positions are data analysts, computer programmers, air
traffic control workers, sonar detectors. These lines of work involve excellent attention for
prolonged periods.
Video games involve several desirable components. The aspects that draw people to video
games are rewards, social interaction, and control features. According to Nick Yee (2007),
they have identified "6 clusters of gaming motivations: Action (Excitement & Destruction),
Social (Collaboration & Competition), Mastery (Strategy & Challenge), Achievement (Power
& Completion), Creativity (Design & Discovery), and Immersion (Story & Fantasy)"2. A
biological factor also plays a significant role in grabbing and keeping the player's attention.
Dopamine and serotonin are the two key neurotransmitters when discussing the brain and
video games. These neurotransmitters involve the function of mood, behavior, and motor
skills. Serotonin normalizes our mood, sleep, and digestion. Dopamine also stabilizes mood
and has a significant role in the brain's pleasure and reward systems.3
Now, how do video games keep the attention of players? The most effective way is reward
systems. When we get rewarded for clearing a level in video games, we get rewards such as
in-game currency, a level up, or cool skins and camos. This action releases dopamine in our

1
"Attention." Wikipedia, Wikimedia Foundation, 13 Oct. 2021,
en.wikipedia.org/wiki/Attention#Neuropsychological_model.
2
https://dl.acm.org/doi/abs/10.1145/2967934.2967937
3
https://www.verywellhealth.com/serotonin-vs-dopamine-5194081
brains, providing us with a strong sense of motivation and making us feel good. This
phenomenon happens when we play the game; serotonin is released in the process and not
playing the game. Serotonin acts as a reinforcing agent when we think about the game. It
connects the memory to when we felt the feeling of dopamine and makes us want to relive
the feeling. Thus, resulting in the player going back again and again.
On the contrary, gaming can have severe backlashes when played in excess. Internet Gaming
Disorder is one of the disorders which can prevail if video games are played in excess.
According to the American Psychological Association, IGD is defined as experiencing at
least five of the following nine criteria over 12 months: gaming preoccupation, withdrawal,
tolerance, loss of interest in other activities downplaying use, loss of relationship,
educational, or career opportunities gaming to escape or relieve anxiety, guilt, or other
negative mood states, failure to control, continued gaming despite psychosocial problems.4
Gaming preoccupation can be described as gaming too much, being preoccupied with
gaming. Withdrawal can be characterized as evading social interaction and purposely being
isolated. Tolerance is said in terms of the biological aspects of our brain chemistry. Gaming
in high amounts can produce a high quantity of dopamine and serotonin. By that occurrence,
our neuroreceptors become used to the chemical's high concentrations and require greater
attention to activate and respond. In this situation, our neurotransmitters are damaged, which
results in mood disorders. The rest of the symptoms can be described as problems faced due
to damaged neuroreceptors.
The research question reads, "Do action video games help improve attention span in
adolescents?". Action video games involve guns, shooting, strategy, and teamwork. Examples
are "Call of Duty©" and "Counter-Strike Global Offensive©." The positive development of
attention span denotes an increase in the period of "attention" given to a specific task. The
hypothesis for this research is that attention does help improve awareness in adolescents. This
research is significant because several people think that video games only have obstructive
physical and mental effects on avid gamers. This topic is worthy of investigation and has
contemporary relevance because video games evolve and grow alongside their audience.
Adolescents ranging from age 13-18 were picked because they are the ones who
predominantly indulge in video gaming, especially ones with a kind of shooting and
multiplayer associated with it. This study will only look at attention span and connecting
phenomena.

4
https://www.sciencedirect.com/sdfe/pdf/download/eid/1-s2.0-S030646031730254X/first-page-pdf
Body:
An average adolescent of age 14 has an attention span ranging from 28 to 42 minutes. It
varies and increases as we mature. A 16-year-old has an attention span of 32 to 48 minutes.5
According to "The American Academy of Child & Adolescent Psychiatry," the frontal lobe is
designated to attention, organization, and decision making takes place in the biological
approach. In the cognitive sense, Attention Theory plays a substantial role in demonstrating
how "attention" provides a link between perception and memory. Anne Treisman proposed
the Attention Theory in the early 1980s. "Attention also branches out to different cognitive
systems such as facial perception, visual perception, object recognition, and pattern
recognition. Triesman's research focuses on pattern recognition and visual perception.
Pattern recognition involves matching the information received with the information already
stored in the brain. For example, the development of neural networks in the brain's cortex in
humans has allowed for better processing of visual and auditory patterns.
Visual perception allows us to receive visual aspects in our surroundings, such as color vision
using light in the visible spectrum reflected by the objects in the environment.6 For example,
color vision helps us differentiate different hues and colors.
These processes are linked to them being a crucial part of the "Attention Theory." Perception
and memory are mentioned in early cognitive theories. They refer to congestion or
constriction while processed and converted from short-term to long-term memory. Daniel
Kahneman reformulated the tests done by earlier researchers in terms of mental capacity. The
previous research was incomplete and did not provide us with all the required information.
For example, the working memory model proposed by Baddeley and Hitch only gave us
information about how memory was processed through our sensory modules and into our
short-term storage. It was a straightforward model that did not explain how memory was
stored.
We learn that attention also intensely involves dichotic listening, an auditory process that
uses both ears. Another process called a binaural separation is the propensity to log acoustic
information from one ear while simultaneously blocking out a message from the other ear.
The filter model developed the dichotic listening process by Broadbent et al. (1954).
The cocktail party phenomenon also plays a significant role in attention while playing video
games. The theory coined by Cherry (1953) talks about the capability to concentrate on one

5
https://blog.lingobus.com/chinese-learning-resources/how-long-can-your-child-stay-focused-and-
how-can-you-help/
6
https://en.wikipedia.org/wiki/Visual_perception
particular conversation in a crowded space while ignoring all other discussions and sounds. In
the study done by Cherry, the participants were told to pay attention only to the message in
one of the ears and repeat it aloud as they heard it. The researchers switched the unattended
message to examine if the participants perceived it acoustically as the study proceeded. The
participants were presented with variations of speech and tones, such as a change from male
to female voice or lingual change from English to German. The results show that the
participants noticed changes in the pitch of voice, the gender of the vote, loudness, and
speech or noise. The researchers also included a backward address that the participants could
not register. This phenomenon relates to how we communicate with people; we understand
whether the person is male or female what mood the person is in by their tone of voice.
Acoustic ability bears the highest importance in first-person shooter gamesin video gaming. It
allows us to detect the enemy player's location through the sound of their footsteps. Audio in
first-person shooter games also involves communication with your team—identifying
different tones to recognize who is speaking to allow smooth transmissions.
Broadbent's filter theory (1958) claims that a person can pay attention to a limited amount of
information at any given time. This theory can be linked to the study done by Miller in 1956,
which states that an average person can hold up to 7±2 chunks or pieces of information in
their short-term memory store. However, although Miller's study contained several valuable
pieces of data, it failed to explain what it meant by "pieces" of information which makes it
incomplete.
The visuospatial process consists of specialized working memory systems and does not
interfere with any other process making it independent. Within this process, there are two
distinct components, visual and spatial. The main task of the visuospatial process is to
discern, compile, and transform graphic patterns and images into recognizable chunks of
information with the help of our schema. This process falls under Baddeley's working
memory model, a reworked multistore model by Richard Atkinson and Richard Shiffrin
(1968). The central executive manages the visuospatial sketchpad and works alongside the
phonological loop. Kara L Bopp and Paul Verhaeghen aimed to investigate age-related
differences in control processes in verbal and visuospatial working memory: Storage,
transformation, supervision, and coordination7. They explored these different processes in
verbal and visuospatial repetition-detection tasks. Their sample contained 26 young adults
and 22 older adults to create a comparison. The average age of the younger adults was 19.10

7
https://academic.oup.com/psychsocgerontology/article/62/5/P239/570880?login=true
years old, and older adults had an average of 70.72. The researchers recruited the participants
from the Syracuse community. They used purposive sampling by putting up posters and
advertisements which asked for young adults and older ones.
The task consisted of 10 stimuli shown to the participants individually in the center of a
computer screen. The stimuli delivered to the participants were alternating red and blue, with
the background being black. This was for visual condition. They used the same trial as the
graphic for the verbal test, but instead of colors, they were presented with single digits except
0 acoustically, for the visuospatial task was to spot the "X" on a white 3x3 grid. The "X" was
placed on different "locations," making it a visuospatial task.
The participants were instructed to recognize the repeated stimuli for all conditions. There
were four tasks under each situation, the baseline task, transformation task, supervision task,
and coordination task. The objective of the task and how it was carried out are shown in the
graph below.
 8

The tests were conducted over four days. The Mill Hill Vocabulary Test referred to by Raven
(1965), and the revised Wechsler Adult Intelligence Scale (WAIS-R) Digit Span Test and
Digit Symbol Test (Wechsler, 1981) were used. These tests were done to recognize the level
of intelligence of the participants. In addition, the researchers wanted to see if they all had a
similar level of intelligence to avoid outliers which can potentially skew the results.
A study done by Joseph D. Chisholm and Alan Kingstone aimed to demonstrate how action
video games improve attentional control. Their main processes are visual attention,
attentional capture, visual search, cognitive, and attentional control in their research. Action
video games are an ideal way to assess the effect of experience on cognition.
The study was done with 57 male undergraduates who were an average of 20.5 years old
from the University of British Columbia. The two groups consisted of AVGPs (action video
game players) and NVGPs (non-video game players). The people who played action video
8
https://academic.oup.com/psychsocgerontology/article/62/5/P239/570880?login=true
games played for a minimum of 3 hours, and the people in the non-video game group had not
played action video games for over six months. The AVGP group had 28 participants, and the
NVGP group had 29 participants. The participants in the AVGP played games such as
Counter-Strike, Call of Duty, and Halo. On the other hand, the NVGP sample reportedly
played non-action video games for roughly an hour.
The apparatus and stimuli used for the experiment consisted of visual tasks, which included
an eye tracker and visual stimuli on a screen. First, the procedure was done where the
participants were instructed that all the monitors would contain one grey circle, a target
amongst five nontargets assigned by blue circles. Next, the participants had to make an eye
movement to where the target circle appeared. The target circles had squared within them
with either left or correct indentation. Then, the participants had to manually point it out by
clicking left-clicking or right-clicking mouse buttons, respectively. There were two
conditions in this experiment; one was with a distraction and one without a distraction.
Moreover, the participants were not informed about an unexpected and abrupt distractor that
could appear at any time. The main instructions were as quick and accurate as possible while
doing the task. The visual task in diagram form is given below.

Start the
introduction
with the
research
question and
state the
hypothesis

Fig. 1 Sequence of events and examples of search displays for onset-absent and -present
trials. Black circles appeared as blue in the actual presentations.9
The results showed that AVGPs and NVGPs had no noticeable difference when no distractor
was present, whereas the NVGPs showed a higher loss in accuracy when compared to
AVGPs when a distractor was comprised in the task. Statistically, AVGPs had 37.7%

9
https://pubmed.ncbi.nlm.nih.gov/25772554/
inaccuracies with the distractor conditions, and NVGPs had 47.5%, which is a perceptible
difference.
The results demonstrate that AVGPs are marginally better at making quick and accurate
decisions. These statistics were parallel to the data collected by West, Al Aidroos, and Pratt
(2013), and it is also consistent with a study previously done by them in 2012. These points
improve the validity and reliability of this study and its statistics if processed with a meta-
analysis. Another argument for the conclusion of this study was that the AVGPs have an
advantage due to their enhanced motor responses, making them neurologically and physically
faster than NVGPs, as argued by Castel et al. (2005). This study also reflects how video
games are a budding rehabilitative means, and investigations suggest that first-player shooter
games may assist the disadvantaged in improving selection or response-based processes.
Disorders such as PTSD or ADHD can be resolved through the help of video games. For
patients who have ADHD, video games provide support building skills such as visual-spatial
skills, hand-eye coordination, and attention.
Demand characteristics also play a significant role while testing for attentional processes with
expert gamers vs. non-gamers. Demand characteristics alert participants to what the
experimenter expects to find or how they should behave. This can be seen when you're a
gamer and have been selected for a task that requires abilities and skills you possess at high
levels, and you are against someone who barely has any; your confidence immediately boosts
up, which makes you perform even better. Whereas for non-gamers, when they are told about
their situation, they instantly assume the result, which diminishes their motivation to act well.
This can also be taken as a placebo effect.
Attentional blinking is a phenomenon where our brains cannot cognitively detect a target in
succession from the first. VGPs exhibit less attentional blinking than NVGPs from lag 1 to
lag five on correct detections of second targets. This affects our attention because we must
retain our attention towards the original target. There was a population difference as early as
lag 1, suggesting that video game training increases the task-switching ability and decreases
attentional flickering. As a result, the temporal bottlenecks associated with visual information
are reduced in optical guidance systems. We can see clearly that this group can process
information over time. However, we cannot determine whether this is due to faster target
processing, such as speedier selection and data stabilization in memory, or a higher capacity
to maintain several attentional windows simultaneously.
C. Shawn Green did another study, and Daphne Bavelier in 2003 aims to ascertain how
action video games modify selective visual attention.
The subjects were between the ages of 18 and 23. VGPs played action video games for the
previous six months at least one hour a day, four days a week. Grand Theft Auto 3, Half-Life,
Counter-Strike, Crazy Taxi, Team Fortress Classic, 007, Spider-Man, Halo, Marvel vs.
Capcom, Rogue spear, and Super Mario Cart were among the games played. Over the past six
months, the NVGPs had played very few video games, preferably none. For experiments 1–4,
only male NVGPs were trained; for experiment 5, both male and female NVGPs were
trained.
There was a total of five experiments. The first experiment was the flanker compatibility, a
task where a stimulus is allocated to either one of two responses that the participants have to
react to when the distraction or the flanker appears. The second experiment involved one to
twelve white squares at random, which appeared on a 5x5 inch square-centered screen. The
participants were asked to type how many squares they considered to be present on the screen
for the 50 ms shown. Finally, the percentage of correct answers for the trials was scored.
There were no data for tests with 11 or 12 squares, as all populations found them to be tough;
only data for 1-10 squares was taken.
The third experiment applied a similar process to the previous test, except the stimulus size
and presentation time were both altered to fit the abilities of younger participants. The fourth
experiment also had an identical structure to the previous investigation, but eight lags were
used in place of nine, and there were eight trials instead of ten. Experiment five involved
testing all subjects on the useful-field-of view, attentional-blink and enumeration tasks (in
this order) before training. After that, they (NVGPs) were instructed to play one of two
possible video games for one hour a day for ten days. After the training period, the
experimental group played a game called "Medal of Honour: Allied Assault, " a first-person
shooter game with a simple interface. The participants were compared for ten missions over
their first, second, ninth, and tenth missions. The subjects had to play all the missions and
then do it again. This is because they wanted to check how the participants had improved.
The researchers took the scores of the first two missions and then compared them to the
second time they played. The results showed that the player's accuracy had increased, and the
kill-death ratio had decreased. Their overall performance had increased by 42%. The control
group consisted of 8 people, and they had to play Tetris. The objective was to control for the
effect of improving visuospatial coordination.
A study was done by Douglas A. Gentile, Edward L. Swing, Choon Guan Lim, and Angeline
Khoo to counter these studies that suggest attention is enhanced by playing fast-paced first-
person shooter games. This study determines how playing video games relates to attentional
issues and impulsiveness in adolescents and children.
The researchers came up with four hypothesizes; the first one is the excitement hypothesis.
The "excitement hypothesis" claims that electronic screen media might make other activities
such as work, school, or playing outside look tedious and dull in comparison. The second
hypothesis is called the "displacement hypothesis." It is similar to the first one, except it
states that watching T.V. or playing video games displaces time that could have been spent
on other actions. This hypothesis looks at how these temptations may weaken the ability of
self-control. The third hypothesis is the attraction hypothesis. This premise looks at the
possibility that people with attention problems gravitate towards electronic media. They cited
the strength model of self-control by Baumeister et al. in 2007. They say that this explanation
is consistent with the findings of that model. Finally, the self-control model looks at "self-
control" as a central function for wellbeing and success in life. This theory describes how
people control their behavior, automatic tendencies, and natural desires to achieve long-term
goals and conform to socially prescribed norms and codes of conduct. With that, the third
hypothesis claims that electronic media would be too tough to resist for specific individuals.
The fourth hypothesis is called the third variable hypothesis; the observed association
between electronic media consumption and attention problems may be spurious. This
association could be explained by something like gender. Evidence of the third variable
hypothesis, however, is limited.
The sample used in this experiment consisted of 3034 adolescents/children selected from 12
separate schools in Singapore. The mean age of the participants was 8-17 years old. The
researchers used questionnaires across all the schools, and the instructions were given to their
respective teachers. The questionnaires were done in waves of three. The first wave gathered
data from 3034 students, the second one got 2360, and 2232 for wave 3. Each wave collected
information on how many hours participants played video games over a school day and a
weekend over three different periods, and these data were used to calculate the average
weekly video game playing time.
The participants were provided with another questionnaire for the attentional test: a Current
ADHD Symptoms Scale Self-Report. It included 18 measures. This was done to measure for
attentional problems.
The results found that playing video games is associated with attentional problems. However,
violence in video games did seem to contribute to attention problems uniquely beyond the
total amount of time played.
Even though this study has a considerable sample size, the data collected from this test cannot
be compared to the data collected by Chisholm and Kingstone, and Green and Bavelier
because they essentially tested and compared two groups of people who were valid to the
research, they were conducting using tests which had adequate construct validity. Whereas
for the study used for the counter-argument, we do not see any data which shows us how
exactly it pertains to the relationship between attention problems and playing video games.
Surveys and questionnaires can be heavily manipulated because it all depends on what the
participants want to answer, and demand characteristics can influence them or do not
understand their current mental state too well.

Conclusion:
To conclude, these studies both attempt to find a causal relationship between attention and
playing action video games. For example, one of the studies suggests that playing first-person
shooter games massively improves attentional skills because the fast-paced nature of the
games improves your cognitive abilities, and you gain skills to cancel out visual or acoustic
clutter and focus on specific information. These skills translate into real-life situational jobs
such as air-traffic control, playing any sport, and generally, situations that require you to have
high levels of attentional control.
On the other side of the spectrum, we see how addiction and lack of self-control can damage
and worsen our attention. We see this through the self-control model by Baumeister et al.
(2007). Due to limited resources, the study showed thorough planning and retesting alongside
a large sample but failed to gain any construct validity or ecological validity.

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