AbstractAccording to established background knowledge, playing is essential in human development and a power remediation tool in clinical populations. In clinical interventions, the beneficial roles of playing have often been sought and investigated in the specific features of the game, rather than in the positive emotions generated by playing. However, regardless of game specifications, cognitive enhancement could be driven by the emotions linked to play. Establishing the causal connections between play and cognitive enhancement should allow us to determine how to involve play in therapy, prevention and educational programmes. Today, video-gaming is one of the most diffused forms of play. In the first crossover randomized controlled trial, we compared the short-term effects induced by shooting and puzzle video-games in visual perception, sensorimotor and reading skills in children with developmental coordination disorder and dyslexia. The funnier and more activating game enhanced breadth of visual perception and reduced sensorimotor and reading disorders. Visual perception, sensorimotor and reading improvements correlated with fun. In the second crossover randomized controlled trial, comparing the effects of the same shooting with a fighting video-game in healthy young adults, we show that regardless of game characteristics, changes in positive emotions correlated with contextual reading enhancement, while play-driven biochemical activation boosted single word and pseudoword reading. The short-term effects induced by play could be a useful clinical tool for the prevention and treatment of multiple cognitive disorders.
Efficacy of educational video game versus traditional educational apps at improving physician decision making in trauma triage: randomized controlled trial