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    Just how expert are "expert" video-game players? Assessing the experience and expertise of video-game players across "action" video-game genres.

    Latham, Andrew J.; Patston, Lucy; Tippett, L.J.

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    Date
    2013-12-16
    Citation:
    Latham, A.J., Patston, L.L.M., and Tippett, L.J. (2013). Just how expert are "expert" video-game players? Assessing the experience and expertise of video-game players across "action" video-game genres. Frontiers in Cognition, 4, pp.941.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2660
    Abstract
    Video-game play (particularly “action” video-games) holds exciting promise as an activity that may provide generalized enhancement to a wide range of perceptual and cognitive abilities (for review see Latham et al., 2013a). However, in this article we make the case that to assess accurately the effects of video-game play researchers must better characterize video-game experience and expertise. This requires a more precise and objective assessment of an individual’s video-game history and skill level, and making finer distinctions between video-games that fall under the umbrella of “action” games. Failure to consider these factors may partly be responsible for mixed findings (see Boot et al., 2011).
    Keywords:
    videogames, expertise, cognitive training, transfer of training, perceptual learning
    ANZSRC Field of Research:
    110603 Motor Control
    Copyright Holder:
    Frontiers Editorial Office

    Copyright Notice:
    All rights reserved
    Available Online at:
    http://www.frontiersin.org/Cognition/10.3389/fpsyg.2013.00941/full
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Journal Articles [255]

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