What is it about?
This chapter examines the impact of cognitive ability on learning and success in video games, utilizing a structured experiment with the reverse-mystery game The Deed. The study measured two types of intelligence: crystallized (based on prior knowledge) and fluid (based on problem-solving). Participants played the game twice. Crystallized intelligence predicted success on the first attempt, while fluid intelligence predicted success on the second, highlighting how different thinking skills matter at different stages of gameplay.
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Why is it important?
Video games are widely used in research and education, but not all players engage with them the same way. This study demonstrates that game performance is influenced by individual cognitive traits and that learners require time to acclimate before their learning or performance outcomes can be fairly measured. It supports designing games and assessments that include orientation periods and account for players’ prior experience, especially in high-stakes or research contexts.
Perspectives
As someone who works in game-based learning and assessment, this project helped clarify something I’ve long suspected: we can’t treat players like blank slates. Their success in a game isn’t just about how we designed the environment; it’s also about what they bring with them. This chapter emphasizes the importance of thoughtful design that allows players to adjust, particularly when using games to assess learning, problem-solving, or decision-making.
Dr Sam Leif
Read the Original
This page is a summary of: Examining player estimates of prior video gaming experience: comparing single-item and multiple-item measures, Multimedia Tools and Applications, February 2024, Springer Science + Business Media,
DOI: 10.1007/s11042-023-17919-w.
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