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Videogame Performance (Not Always) Requires Intelligence
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Author(s): 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)and Roberto Colom (Universidad Autónoma de Madrid, Spain)
Copyright: 2013
Pages: 13
Source title:
Curriculum, Learning, and Teaching Advancements in Online Education
Source Author(s)/Editor(s): Mahesh S. Raisinghani (Texas Woman’s University, USA)
DOI: 10.4018/978-1-4666-2949-3.ch016
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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.
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