Biol. In particular, participants in the 2D Experimental condition obtained better scores than participants in the control condition in the Dot matrix (CF-3) and Rotation of figures (S-1) tests, while participants in the 3D Experimental condition showed higher scores in the Dot matrix (CF-3), Labyrinth (SS-1) and Rotation of Cubes (S-2) tests than participants in the control condition. A meta-analysis by Ferguson (2007) highlights how the most significant effect detectable in the continued use of videogames (VGs) is improvement in visuospatial competencies both in males and females. In this light, early studies about visuospatial competencies and VG use have shown how training with ad hoc videogames leads to an improvement in performance on pencil and paper visuospatial tests (Gagnon, 1985; McClurg and Chaillè, 1987; Okagaki and Frensch, 1994; Subrahmanyam and Greenfield, 1994), and possibly lessens gender differences (Halpern, 2000; Ferguson et al., 2008). Addiction 109, 1399–1406. Effects of video game playing on measures of spatial performance: gender effects in late adolescence. Linear mixed model: Parameter estimates for the six measures of visuospatial competences. The editor and reviewers' affiliations are the latest provided on their Loop research profiles and may not reflect their situation at the time of review. Sex Roles 59, 776–786. It seems that the somewhat limited training time with Tetris conferred some positive effects for some visuospatial abilities, but not all of them. Kraut et al. Entertainment Software Association [Esa] (2016). Psychological Bulletin, 144 (1), 77-110. doi: 10.1016/j.cub.2013.01.044. Also Gender was found to potentially influence some of the tests: Labyrinth (SS-1) and Rotation of cubes (S-2). There are many factors that can affect whether participating in video games may lead to a positive or negative change in lifestyle for an individual of any age. In fact, children who habitually use videogames (especially action ones) show better performance in visual memory tasks, independently of gender. doi: 10.1037/a0016127, Keywords: videogames, spatial cognition, preadolescence, adolescence, visuospatial abilities, Citation: Milani L, Grumi S and Di Blasio P (2019) Positive Effects of Videogame Use on Visuospatial Competencies: The Impact of Visualization Style in Preadolescents and Adolescents. (2007). It takes a special type of person to be considered a gamer. Sex Roles 53, 433–441. Given the paradigmatic shift seen in the last 20 years in the videogame industry (i.e., the introduction of complex and real-time three-dimensional graphics), assessing the effects of different types of visualization is of some importance. Ekstrom, R., French, J., Harman, H., and Dermen, D. (1976). The most common concern is that video games will have the opposite social effect and force kids to feel more isolated and separated when they play. At the moment, to our knowledge, no research has contrasted the potential positive effect on visuospatial competencies of 2D vs. 3D graphics, using the same videogame as a training. An ethics approval was not required at the time the study was conducted as per the Università Cattolica del Sacro Cuore’s guidelines and national regulations. We attribute this result to the mismatch between visuospatial operations performed in Tetris and the specific visuospatial task (CS-1), which required guessing figures of well-known objects (e.g., a ship) from an incomplete model figure. Eichenbaum, A., Bavelier, D., and Green, C. S. (2014). As research by Okagaki and Frensch (1994) shows, the accuracy of the measurement in the visuospatial domain seems to be higher when the tests administered are formally consistent with the nature of the training. 3, 95–111. 23, 462–466. 78, 309–316. Participants in the 2D condition showed a worse performance than participants in the control group by 0.32 points, while 3D condition means are higher than those of control group by 0.68 points. (2013). When a child is playing video games they are missing out on interacting socially with both friends and family. In the developmental psychology literature, videogames have been linked to potential negative effects such as increased aggression due to violent contents (Milani et al., 2015) and risk of addiction (Petry et al., 2014; Milani et al., 2018). Kennedy, A. M., Boyle, E. M., Traynor, O., Walsh, T., and Hill, A. D. (2011). This holds even truer when thinking about the learning potential embedded in videogames: choosing the “right” balance between scenario complexity, ease of use and sense of engagement in the VG could be very important in order to design videogames for learning purposes. In any way a cop-out dealing with this topic received: 22 2018... 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