Abilene Campus (Residential)
Date of Award
Master of Science
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
The aim of this study was to determine the degree to which “brain games,” such as Lumosity, have an effect on the young adult population and their capabilities of near and far transfer. Previous research on this topic has displayed both positive and negative results, with some research suggesting that training has increased subjects’ cognitive abilities and showed signs of transfer, with other results showing no increase in cognitive ability for training. Participants for this study were 26 undergraduates. The study entailed an experimental group that played Lumosity, an active control group that played Bejeweled, and a passive control group that did not play a game. The participants performed a pre-test and post-test assessment consisting of various measures that evaluated working memory, selective and sustained attention, visual search, and fluid intelligence. It was hypothesized that the results would not show statistically significant increases in far transfer cognitive ability. Results supported this hypothesis with experimental subjects failing to show significantly improved cognitive ability evidencing far transfer in comparison to the other groups and no significant group differences on near transfer measures. The possibility that low observed statistical power from small sample size may partially account for observed results cannot be dismissed. Future research is warranted to address the limitations of this study; including a long-term trial with a larger sample. This would allow researchers to better understand how brain games and cognitive training effects and potentially may improve near and far transfer learning.
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McGinnis, Alison M., "The Near and Far Transfer Effects of Multimedia Cognitive Training" (2016). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 11.