Videogame Performance (Not Always) Requires Intelligence

M. Ángeles Quiroga, Francisco J. Román, Ana Catalán, Herman Rodríguez, Javier Ruiz, María Herranz, Marta Gómez-Abad and Roberto Colom
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M. Ángeles Quiroga: Universidad Complutense de Madrid, Spain
Francisco J. Román: Universidad Complutense de Madrid, Spain
Ana Catalán: Universidad Complutense de Madrid, Spain
Herman Rodríguez: Universidad Complutense de Madrid, Spain
Javier Ruiz: Universidad Complutense de Madrid, Spain
María Herranz: Universidad Complutense de Madrid, Spain
Marta Gómez-Abad: Universidad Complutense de Madrid, Spain
Roberto Colom: Universidad Autónoma de Madrid, Spain

International Journal of Online Pedagogy and Course Design (IJOPCD), 2011, vol. 1, issue 3, 18-32

Abstract: This study was designed to test whether videogame performance requires intelligence even when practice periods are much longer than previously reported (Quiroga, Herranz, Gómez-Abad, Kebir, Ruiz, & Colom, 2009a). The study involved 27 university female undergraduates. Intelligence was measured using several tests both before and after videogame practice. Participants played videogames one day per week for five weeks completing five blocks of trials each day. Total practice consisted of twenty five blocks of trials (250 trials). The main finding shows that performance for some videogames is systematically related to intelligence along the practice period, indicating that basic abilities underlying these videogames cannot be easily automated. However, for some videogames, the relationship to intelligence is greatly reduced along the practice period. Ways to challenge intelligence using videogames are proposed from these findings.

Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:1:y:2011:i:3:p:18-32

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