Cited by 265Cognitive Abilities and TestingEducational Games and GamificationDigital Games and Media

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Video game training does not enhance cognitive ability: A comprehensive meta-analytic investigation

Open access

Sala, Giovanni, Tatlidil, K. Semir, Gobet, Fernand·2018·Psychological Bulletin

DOI 10.1037/bul0000139

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Abstract

As a result of considerable potential scientific and societal implications, the possibility of enhancing cognitive ability by training has been one of the most influential topics of cognitive psychology in the last two decades. However, substantial research into the psychology of expertise and a recent series of meta-analytic reviews have suggested that various types of cognitive training (e.g., working memory training) benefit performance only in the trained tasks. The lack of skill generalization from one domain to different ones-that is, far transfer-has been documented in various fields of research such as working memory training, music, brain training, and chess. Video game training is another activity that has been claimed by many researchers to foster a broad range of cognitive abilities such as visual processing, attention, spatial ability, and cognitive control. We tested these claims with three random-effects meta-analytic models. The first meta-analysis (k = 310) examined the correlation between video game skill and cognitive ability. The second meta-analysis (k = 315) dealt with the differences between video game players and nonplayers in cognitive ability. The third meta-analysis (k = 359) investigated the effects of video game training on participants' cognitive ability. Small or null overall effect sizes were found in all three models. These outcomes show that overall cognitive ability and video game skill are only weakly related. Importantly, we found no evidence of a causal relationship between playing video games and enhanced cognitive ability. Video game training thus represents no exception to the general difficulty of obtaining far transfer. (PsycINFO Database Record

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TL;DR

Across three random-effects meta-analyses, video game skill, player status, and video game training showed only weak or null associations with cognitive ability. The authors conclude there is no evidence of a causal relationship between playing video games and enhanced cognitive ability, and that video game training is no exception to the difficulty of far transfer.

Key findings

Meta-analysis 1 (correlational, k = 310): overall correlation between video game skill and cognitive ability was r̄ = .07, 95% CI [.05; .09], p < .001; trim-and-fill estimate was r̄ = .05. Skill measured by scores correlated r̄ = .16, whereas skill measured by hours of play correlated r̄ = .03; spatial ability showed the only notable small correlation (r̄ = .18 in the main outcome table; range .09–.30 across models).
Meta-analysis 2 (players vs. nonplayers, k = 315): overall effect was ḡ = 0.33, 95% CI [0.28; 0.39], p < .001; trim-and-fill estimate was ḡ = 0.18. RT-related measures showed ḡ = 0.46, while accuracy-related measures showed ḡ = 0.05; the authors state this advantage is substantially smaller than in Powers et al. (2013).
Meta-analysis 3 (training experiments, k = 359): overall training effect was ḡ = 0.07, 95% CI [0.02; 0.12], p = .004; trim-and-fill estimate was ḡ = −0.01. Action vs. non-action training was ḡ = 0.10, p = .068; action vs. non-video-game control was ḡ = −0.12, p = .072; non-action vs. non-video-game control was ḡ = 0.13, p < .001; Tetris-like games was ḡ = 0.07, p = .160.
The paper reports no evidence of a causal relationship between playing video games and enhanced cognitive ability; publication bias analyses generally lowered estimates, and duration of training was not a significant moderator.

Methods

Three random-effects meta-analyses were conducted. The search covered ERIC, PsycINFO, MEDLINE, JSTOR, Science Direct, and ProQuest Dissertations & Theses through December 31, 2016; 135 researchers were emailed, 42 replied, and 25 provided unpublished data.
Meta-analysis 1 included 66 studies, 8,141 participants, and 310 effect sizes on correlations between video game skill and cognitive ability. Meta-analysis 2 included 98 studies, 6,166 participants, and 315 effect sizes comparing players and nonplayers. Meta-analysis 3 included 63 studies, 3,286 participants, and 359 effect sizes on video game training effects.
Effect sizes were categorized into five outcome measures: visual attention/processing, spatial ability, cognitive control, memory, and intelligence/reasoning. Analyses included random-effects models, moderator meta-regressions, trim-and-fill, Vevea-Woods selection models, PET-PEESE, influential-case analysis, robust variance estimation, and RT/accuracy sensitivity analyses.

Limitations

The paper states that correlational and quasi-experimental designs cannot establish causality; absence of correlation or between-group differences does not necessarily imply no causation. It also notes possible publication bias and a modest response rate to unpublished-data requests (25 of 135), and that some sub-models had few effect sizes (e.g., k = 8, k = 14, k = 15) and no clinical population was included.
The paper states that active vs. passive control group was not used as a moderator, partially dependent samples were treated as independent, and missing values in the moderator model were about 5%.
Evident from the text: several sub-model estimates rely on very small k or high heterogeneity (e.g., older adults’ intelligence/reasoning ḡ = −0.63, k = 15, I² = 63.45), making those specific estimates unreliable; the supplied text also truncates some tables and confidence intervals, limiting verification of some sub-model values.

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Crossref · 10.1037/bul0000139

Cites

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Probably not a substantial claim. 74
It may state two separate claims as one. 47
The quote only partly states this claim. 15

A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“[0.15; 0.31], k = 102, p < .001.”
- Also stated in: § Conclusion · hedged
  “Thus, the publication bias analyses once again suggested that the unadjusted overall effect size (𝑔̅ = 0.23) was an overestimation.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Conclusion
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It may state two separate claims as one. The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“0 [- 0 .05; 0.24], k = 44, p = .200.”
- Also stated in: § Conclusion · plain
  “Thus, considering only RT-related measures did not provide substantially different results compared to the main model (𝑔̅ = 0.09 and 𝑔̅ = 0.07, respectively).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Conclusion
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It may state two separate claims as one. The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“0 [ 0 . 36; 0.56], k = 71, p < .001.”
- Also stated in: § Conclusion · hedged
  “The overall effect size referring to RT-related measures thus appeared to be slightly larger than the one of the main model (𝑔̅ = 0.46 and 𝑔̅ = 0.33, respectively).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Conclusion
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The quote only partly states this claim.
In the paper
“The key point risen by Simons and colleagues is that there is an inverse relationship between the size of the positive effects of the treatments and the design quality of the experiments.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Chess, and Music
What the sources say
- Not checked yetcites Simons et al. (2016)
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Probably not a substantial claim.
In the paper
“A classical result in cognitive psychology is that WM capacity strongly correlates with fluid intelligence (Kane, Hambrick, & Conway, 2005).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Chess, and Music
What the sources say
- Not checked yetcites Kane, Hambrick, & Conway, 2005
Strength:boosted· not yet calibratedCausal:correlational· not yet calibrated
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Action video game players have been found to outperform nonplayers in a variety of attentional and perceptual tasks (Green, Li, & Bavelier, 2010).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > The Case of Video Game Training
What the sources say
- Not checked yetcites Green, Li, & Bavelier, 2010
Load-bearingStrength:plain· not yet calibratedCausal:correlational· not yet calibrated
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Probably not a substantial claim.
In the paper
“Finally, a systematic review by Simons et al. (2016) has claimed that there is no convincing evidence that brain-training programs provide benefits that go beyond the trained skill or task.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Chess, and Music
What the sources say
- Not checked yetcites Simons et al. (2016)
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Probably not a substantial claim.
In the paper
“The first meta-analysis, comparing players to non-players, reported medium to large effect sizes showing that video-game players were superior to non-players in measures of visual processing, executive functioning, and spatial imagery, among others.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > The Meta-Analytic Evidence
What the sources say
- Not checked yetcites Powers, Brooks, Aldrich, Palladino, and Alfieri (2013)
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Probably not a substantial claim. It may state two separate claims as one.
In the paper
“In the same vein, a recent meta-analysis (Sala & Gobet, 2017c) found no evidence of positive effects of music training on a broad range of cognitive abilities (e.g., intelligence, spatial ability, and phonological processing) or academic attainment (e.g., mathematics and literacy).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Chess, and Music
What the sources say
- Not checked yetcites Sala & Gobet, 2017c
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“While a recent meta-analysis (Sala & Gobet, 2016) has shown that chess training exerts a small effect on academic achievement and cognitive ability, almost all the studies in the field tested the alleged benefits of chess training using a passive control group only (Sala, Foley, & Gobet, 2017).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Chess, and Music
What the sources say
- Not checked yetcites Sala & Gobet, 2016
Strength:plain· not yet calibratedCausal:direct· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Finally, Wang et al. (2016) meta-analyzed 19 studies and found a positive effect of action video game training on healthy adults' cognitive ability (𝑔̅ = 0.57).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > The Meta-Analytic Evidence
What the sources say
- Not checked yetcites Wang et al. (2016)
Strength:plain· not yet calibratedCausal:direct· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“For each independent sample, those effect sizes referring to the same type of measure (e.g., reaction times) and extracted from the same test (e.g., different stimulus onset asynchronies in the UFOV task) were merged into one effect size.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Statistical Dependence of the Samples
What the sources say
- Not checked yetcites Schmidt & Hunter, 2015
Load-bearingStrength:plain· not yet calibratedCausal:direct· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes
Probably not a substantial claim.
In the paper
“Finally, to evaluate whether some effect sizes had an unusually large influence on the metaanalytic means, we performed Viechtbauer and Cheung's (2010) influential cases analysis in every meta-analytic model.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Influential Cases Analysis
What the sources say
- Not checked yetcites Viechtbauer and Cheung's (2010)
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Toril et al.'s (2014) meta-analysis included several exergaming and brain-training studies (e.g., Ackerman, Kanfer, & Calderwood, 2010;Anguera et al., 2013;Maillot et al., 2012).When these exergaming and brain-training studies are excluded, the number of the studies is reduced to 12.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > The Meta-Analytic Evidence
What the sources say
- Not checked yetcites Ackerman, Kanfer, & Calderwood, 2010
- Not checked yetcites Anguera et al., 2013
- Not checked yetcites Maillot et al., 2012
Strength:plain· not yet calibratedCausal:direct· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The use of multiple methods for the detection of publication bias is fundamental for triangulating the true effect size estimate (Kepes, Bushman, & Anderson, 2017;Kepes & McDaniel, 2015).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > The Meta-Analytic Evidence
What the sources say
- Not checked yetcites Kepes, Bushman, & Anderson, 2017
- Not checked yetcites Kepes & McDaniel, 2015
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Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“Finally, the PET-PEESE estimators were calculated (Stanley and Doucouliagos, 2014).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Publication Bias Analysis
What the sources say
- Not checked yetcites Stanley and Doucouliagos, 2014
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Probably not a substantial claim.
In the paper
“We used a systematic search strategy to find the relevant studies (PRISMA statement; Moher, Liberati, Tetzlaff, & Altman, 2009).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > General Method Literature Search
What the sources say
- Not checked yetcites Moher, Liberati, Tetzlaff, & Altman, 2009
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Probably not a substantial claim.
In the paper
“Toril, Reales, and Ballesteros (2014) reviewed 20 studies regarding the effects of video game training on older adults' overall cognitive ability and reported a positive overall effect size (𝑔̅ = 0.37).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > The Meta-Analytic Evidence
What the sources say
- Not checked yetcites Toril, Reales, and Ballesteros (2014)
Strength:plain· not yet calibratedCausal:direct· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“To investigate whether the results were affected by publication bias, we used Duval andTweedie's (2000) trim-and-fill analysis andVevea andWoods's (2005) selection model analysis.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Publication Bias Analysis
What the sources say
- Not checked yetcites Duval andTweedie's (2000)
- Not checked yetcites Vevea andWoods's (2005)
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Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Furthermore, we carried out a parallel set of analyses using the Robust Variance Estimation method (RVE; Hedges, Tipton, & Johnson, 2010;Tanner-Smith & Tipton, 2014).”
- Also stated in: § Statistical Dependence of the Samples · plain
  “The whole procedure was implemented to test whether the outcomes of the meta-analytic models were sensitive to the type of meta-analytic technique used to model dependent effect sizes.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Statistical Dependence of the Samples
What the sources say
- Not checked yetcites Hedges, Tipton, & Johnson, 2010
- Not checked yetcites Tanner-Smith & Tipton, 2014
Strength:plain· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“For those effect sizes that were statistically dependent and referred to different constructs or were extracted from different tests, we applied Cheung and Chan's (2004) correction for statistically dependent samples.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Statistical Dependence of the Samples
What the sources say
- Not checked yetcites Cheung and Chan's (2004)
Strength:plain· not yet calibratedCausal:direct· not yet calibrated
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, it seems improbable that either or both of these conditions occur in the case of video game training.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > The Present Meta-Analytic Investigation
Load-bearingStrength:hedged· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: fails
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
- The authors state this as an assumption: If video game training enhances cognitive function, then prolonged exposure to video games in natural groups should produce clear-cut differences between players and nonplayers and positive correlations between video game skill and cognitive skills.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, it is possible that the correlation between cognitive ability and hours of play per week was more affected by measurement error than the correlation between cognitive ability and video game scores.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Discussion
Strength:hedged· not yet calibratedCausal:conditional· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: Score tends to be a more reliable measure of video game skill than the weekly frequency of play reported in a questionnaire.
In the paper
“For this reason, we ran a sensitivity analysis including only those studies meeting Green and Bavelier (2007)'s criteria: at least five hours of action video game play per week in the past six months for action video-game players and no action-video game play for non-video game players.”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Method Additional inclusion criteria.
What the sources say
- Not checked yetcites Green and Bavelier (2007)
Strength:plain· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Finally, to correct the effect sizes for upward bias, we used CMA to convert Cohen's ds into Hedges's gs (Hedges & Olkin, 1985).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Effect sizes.
What the sources say
- Not checked yetcites Hedges & Olkin, 1985
Strength:plain· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Video game players are usually categorized according to the video game genre they play the most (e.g., Green & Bavelier, 2003).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Investigating the relationship between video game players' domain-general cognitive skills
What the sources say
- Not checked yetcites Green & Bavelier, 2003
Strength:plain· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“chess masters can recall entire chess positions, even when the material is presented only for a few seconds (e.g., Gobet & Simon, 2000).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Recommendations for Future Research
What the sources say
- Not checked yetcites Gobet & Simon, 2000
Strength:plain· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“the correlation between chess skill and performance on tests of short-term memory is modest (𝑟̅ = .22;Burgoyne et al., 2016).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Recommendations for Future Research
What the sources say
- Not checked yetcites Burgoyne et al., 2016
Strength:plain· not yet calibratedCausal:correlational· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passes
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Domain-general cognitive abilities are malleable to training, but the benefits, when any, are domain-specific (Chase & Ericsson, 1982;Gobet, 2016).”
§ Video Game Training Does Not Enhance Cognitive Ability: A Comprehensive Meta-Analytic Investigation > Theoretical and Practical Implications
What the sources say
- Not checked yetcites Chase & Ericsson, 1982
- Not checked yetcites Gobet, 2016
Load-bearingStrength:hedged· not yet calibratedCausal:direct· not yet calibrated
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes
It may state two separate claims as one.

119 of 119

The authors state this as an assumption.
If video game training enhances cognitive function, then prolonged exposure to video games in natural groups should produce clear-cut differences between players and nonplayers and positive correlations between video game skill and cognitive skills.
“In fact, assuming that video game training enhances cognitive function, the prolonged exposure to video games reported in natural groups should result in clear-cut differences between players and non-players and positive correlations between video-game skill and cognitive skills.”
The paper relies on this without support.
In experimental studies, post-test video-game scores and score gains between post- and pre-test video-game scores were expected to be highly correlated and equally valid measures of video game skill.
“Thus, post-test video-game scores and score gains between post-and pre-test videogame scores were expected to be highly correlated and, therefore, equally valid measures of video game skills.”
The paper relies on this without support.
Score tends to be a more reliable measure of video game skill than the weekly frequency of play reported in a questionnaire.
“Score tends to be a more reliable measure of video game skill than the weekly frequency of play reported in a questionnaire.”
The paper relies on this without support.
Quasi-experimental designs cannot support strong causal inferences.
“Although quasi-experiments do not allow any strong inference with respect to causality”
The paper relies on this without support.
Training a skill improves that skill.
“while it is evident that training a skill improves that skill”

5 of 5

Claims other papers make about this one

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Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

Experimental meta-analysis heterogeneity values change in the discussion
Minor
The General Discussion gives I2 values of 17.90 and 10.64 for the experimental analysis with and without influential cases, respectively. The corresponding results sections report 18.02 and 10.80.
Older-adult result is reported as significant despite a confidence interval spanning zero
Minor
For the same adjusted older-adult effect, the paper reports p < .001 but a 95% confidence interval from −0.18 to 0.05. An interval that includes zero conflicts with that significance claim.

2 of 2

Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA statement
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & for the PRISMA Group (2009) · BMJ · doi:10.1136/bmj.b2535 · Cited by 83,823
Measuring inconsistency in meta-analyses
Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003) · BMJ · doi:10.1136/bmj.327.7414.557 · Cited by 63,139
Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & the PRISMA Group* (2009) · Annals of Internal Medicine · doi:10.7326/0003-4819-151-4-200908180-00135 · Cited by 37,554
Trim and Fill: A Simple Funnel‐Plot–Based Method of Testing and Adjusting for Publication Bias in Meta‐Analysis
Duval, S., & Tweedie, R. (2000) · Biometrics · doi:10.1111/j.0006-341x.2000.00455.x · Cited by 14,099
Book Reviews: Statistical Methods for Meta-Analysis Larry V. Hedges and Ingram Olkin New York: Academic Press, 1985. xxii + 369 pp
Wasserman, S. S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,377
Methods of Meta-Analysis: Correcting Error and Bias in Research Findings
Schmidt, F. L., & Hunter, J. E. (2015) · doi:10.4135/9781483398105 · Cited by 5,542
Perception in chess
Chase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479 · cited 2×
“…on expert chess players has shown that expert performance relies, to a large extent, on domainspecific perceptual information—such as chunks, that is, perceptual and meaningful configurations of elements—acquired in years of training (Chase & Simon, 1973; Gobet & Simon, 1996; Sala & Gobet, 2017a).”
Outlier and influence diagnostics for meta-analysis
Viechtbauer, W., & Cheung, M. W.-L. (2010) · Research Synthesis Methods · doi:10.1002/jrsm.11 · Cited by 2,949
Action video game modifies visual selective attention
Green, C. S., & Bavelier, D. (2003) · Nature · doi:10.1038/nature01647 · Cited by 2,540
The malleability of spatial skills: A meta-analysis of training studies.
Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C. M., & Newcombe, N. S. (2012) · Psychological Bulletin · doi:10.1037/a0028446 · Cited by 2,188

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Adams, D. M. (2013). Exploring the effect of video game playing on static and dynamic spatial cognition skills (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3559770).
Cohen, J. E., Green, C. S., & Bavelier, D. (2008). Training visual attention with video games: Not all games are created equal. In H. O'Neil & R. Perez (Eds.), Computer games and adult learning (pp. 205-227). Amsterdam: Elsevier.
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“7,8 Research on cognitive effects of video gaming primarily includes correlational and intervention studies.”
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“…et al., 2019; Latham et al., 2013; Sajan et al., 2017; Stanmore et al., 2017), other studies showed no cognitive gains and even a decrease or depletion of attentional resources (Irons et al., 2011; Murphy & Spencer, 2009; Sala et al., 2018; Unsworth et al., 2015; van Ravenzwaaij et al., 2014).”
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“Despite evidence suggesting positive eﬀects, a substantial body of research reports little or no reliable impact of video game play on broader cognitive abilities, including spatial skills (Unsworth et al., 2015; Sala et al., 2018).”
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Pontes, H. M., Raneri, P. C., & Satel, J. (2023) · OSF Preprints (OSF Preprints)
The association between video game play and cognitive ability: A systematic review and meta-analysis
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Les écrans au prisme de leur typologie : enjeux pour l’étude du développement des enfants et adolescents
Bitu, F., & Molina, M. (2026) · Psychologie Française · doi:10.1016/j.psfr.2026.07.004
Differential contributions of working memory and inhibitory control to prospective memory detection and retrieval
Alnajashi, S. A. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1871302
“This null is consistent with the recent meta-analytic picture, in which transfer from action video games is reliable for low-level perceptual and attentional skills but inconsistent for higher-order executive functions and memory (Bediou et al., 2018; Sala et al., 2018; Smith and Basak, 2023).”
Jouer à des jeux de divertissement ou sérieux pour apprendre : une revue critique des méta-analyses sur les liens entre jeux et apprentissage
Sanchiz, M. (2026) · Psychologie Française · doi:10.1016/j.psfr.2026.07.002
Editorial: Psychological well-being, cognitive demands, and motor control in esports athletes and recreational gamers
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Task-Evoked Whole-Brain Functional Connectivity Predicts Post-Training Go-Choice Bias After Food Go/No-Go Training
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Untitled work
Sala, G., & Gobet, F. (2019) · Collabra: Psychology · doi:10.2478/collabra.2019.5.1.18
Self-citation

Authors: Sala, G., Tatlidil, K. S., & Gobet, F.
Affiliations: University of Liverpool (GB)
Corresponding author: Sala, Giovanni
ORCID: Sala, Giovanni
Tatlidil, K. Semir
Gobet, Fernand
Venue: Psychological Bulletin
Publisher: American Psychological Association (APA)
Published: 2018-02
Volume: 144
Issue: 2
Pages: 111-139
ISSN: 0033-2909 (ISSN-L)
1939-1455
DOI: 10.1037/bul0000139
OpenAlex: W2774567158
Semantic Scholar: 8277efd3aba67e9b4d663908aa767da9dca990cb
Cited by: 257
References: 241
Citations by year: 2026: 26 · 2025: 22 · 2024: 33 · 2023: 22 · 2022: 30 · 2021: 29 · 2020: 39 · 2019: 35 · 2018: 19
FWCI: 32.88
Type: journal article
Language: en
Open access: green
orcid.org
Locations: Psychological Bulletin (publishedVersion)
PubMed (publishedVersion)
London School of Economics and Political Science Research Online (London School of Economics and Political Science) (submittedVersion)
London School of Economics and Political Science Theses Online (London School of Economics and Political Science) (submittedVersion)
Funders: Japan Society for the Promotion of Science (17F17313)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Social Sciences › Sociology and Political Science › Digital Games and Media
Keywords: video game training, cognitive ability, far transfer, skill generalization, cognitive training, working memory training, cognitive control, attention, spatial ability, visual processing
MeSH terms: Aptitude, Cognition, Humans, Practice, Psychological, Transfer, Psychology, Video Games

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Video game training does not enhance cognitive ability: A comprehensive meta-analytic investigation

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