数字游戏式注意力训练实验研究

The Effectiveness of Digital Game Attention Training on Visual Attention and Classroom Concentration

Considering the controversy over the positive and negative effects of digital games ， this study develops 10 hours of digital game-style attention training and examines the effect of this training on visual attention and classroom concentration. The study was conducted on fifty-one lOth grade students from two junior classes of a vocational college in Taiwan， China. The subjects were randomly assigned to receive a digital game-type attention training group (game training group ， 30 participants) and a control group ( 21 participants) . A three-week experimental time series design was employed in this study. The independent variable was the interventions on two different levels : a control group and an experimental group ( attention training of digital games) . The dependent variables were visual attention and classroom concentration. Possible confounding variables were controlled， which includes instructor' s variable， participants' IQ， classroom concentration and visual attention before training. The experimental group was asked to finish 20 game tasks each week， and the control group was asked to watch the selected films in order to balance the amount of attention training time of the experimental group. The results showed: ( 1 ) the experimental group has better visual attention than the control group on the post-test and the delayed post-test; however， this difference becomes smaller in the delayed post-test. ( 2) There is no difference between these two groups on classroom concentration. The findings indicated that the attention training of digital games might enhance students' visual attention. Moreover， no significant negative effects were found. That is， students who played digital games intensively have no negative impact on classroom concentration. Finally， the r4fectiveness of attention training on visual attention became smaller in the delayed post-test. However， some unexpected confounding variables might inteif'ere the above-mentioned conclusion. Therefore， more empirical evidence is needed to clarify the influence of attention training using digital games. According to our results ， the attention training by digital games might be positive to enhance students ' visual attention and no obvious negative effect is found indicating that students who played digital games intensively would not have worse concentration in the classroom. However， we also notice that the positive r4fect from training on visual attention was getting smaller on the delay post-test and there are also some unexpected confounding variables inteifered the conclusion drawn from this study. Therefore ， it is suggested that more empirical evidences are needed to clarify the influence from the attention training by digital games.