NEUROSCIENCE AND PSYCHOLOGY

Published: 24 October 2023

doi: 10.3389/frym.2023.1177758

HOW VIDEO GAMES CHANGE THE BRAIN

Jocelyn Parong * and C. Shawn Green *
Department of Psychology, University of Wisconsin-Madison, Madison, WI, United States

The brain controls how we see, hear, think, learn, and interact with
YOUNG REVIEWERS:
the world. Importantly, the brain is not set in stone. It can be changed
AKSHARA over time by the things we do. One of those things is playing video
AGE: 13
games! Playing video games can lead to a number of changes in
MFR DU the brain, some of which allow us to see, hear, think, and learn
LIBOURNAIS better. Crucially though, not all video games are equal. Just like eating
AGES: 14–15 different kinds of foods will affect the body in different ways, playing
TATJANA different types of video games will affect the brain in different ways.
AGE: 15 In this article, we will describe how scientists can measure changes
in the brain and how playing video games can change the brain.

COGNITION
An umbrella term
encompassing many THE BRAIN AND COGNITION
different sub-functions
involved in learning, The brain is responsible for cognition, or the way we process and
understanding the understand information. Cognition includes things like seeing, hearing,
world, and making
decisions. These paying attention, learning, remembering things, planning actions, and
include things like making decisions. One interesting thing about the brain is that, over
perception, attention, time, it can be changed. This quality is called brain plasticity. As
intelligence, memory,
and the use
we experience and learn more things from the world around us,
of language.
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BRAIN PLASTICITY
plasticity allows the brain to physically change, creating stronger
connections between certain brain regions. Many of our everyday
The capacity of the
brain to change and/or
activities, from daily interactions with others, to things we learn in
grow. Typically, this school, to after-school hobbies, can have an impact on our brains
occurs in response to and our cognitive functions. Video games are one of those things!
experience and results The good news is that some of these changes in the brain caused
in the brain functioning
better when similar
by video games may help improve our cognitive functions. Under
experiences are the right conditions, video games provide an ideal environment that
encountered again. allows players to exercise various cognitive functions and promote
COGNITIVE brain plasticity [1].
FUNCTIONS
Mental processes that
allow us to carry out MEASURING BRAIN ACTIVITY AND COGNITION
tasks, including
attention and memory. To measure how our brains change after playing video games,
cognitive scientists can use a few types of techniques (Figure 1).
COGNITIVE
One is called magnetic resonance imaging (MRI), which uses strong
SCIENTISTS
magnetic fields to show the brain’s structure. Using an MRI, scientists
Researchers who study can see whether and how the cells that make up the brain have
the mind and how it
works. changed after some type of experience [2]. Another technique, called
functional magnetic resonance imaging (fMRI), measures how much
blood has flowed through specific areas of the brain, which tells
scientists which brain areas have been active. A third technique
is called electroencephalogram (EEG), which measures the brain’s

Figure 1
Examples of
brain-imaging
techniques. (A) An MRI
of a person’s brain,
showing brain
structures. (B) An fMRI
showing brain activity
in the colored areas. (C)
An example of EEG
signals showing five
different types of
brainwaves, which
indicate different types
of brain activity.

Figure 1

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 Parong and Green

electrical signals. This tells scientists how much activity is happening

in a given brain region at any moment.

While these brain imaging techniques help scientists to visualize

changes in the brain, they also need to know whether video
game playing actually changes cognitive functions. To determine
that, cognitive scientists developed tasks designed to test various
components of cognition, which we will call cognitive tasks for
simplicity. These cognitive tasks include tasks to measure how well
people can think about and remember information that is constantly
changing (called working memory), how well they can direct their
WORKING MEMORY
attention while ignoring distractions, and how well they can problem
A cognitive function solve (Figure 2).
that allows us to hold a
small amount of
information in a readily
accessible form.

Figure 2
Example of a cognitive
task. Raven’s
Progressive Matrices [3]
is a measure of
problem-solving ability.
The person completing
this task sees a matrix
of images and must
select the image that
completes the matrix.
Here, the answer is 4.

Figure 2

Using both brain imaging and cognitive tasks, cognitive scientists can
conduct experiments to determine whether playing a specific video
game changes the brain and/or cognitive functions (Figure 3). For
example, maybe they want to know whether playing the video game
CONTROL (OR
Fortnite can improve people’s brains and cognition. First, the scientists
CONTROL GROUP)
recruit participants and conduct a series of brain imaging scans and
By comparing an cognitive tasks. This is called a pre-test because it tells scientists about
experimental group
with a control group
participants’ brain structure and cognitive performance before they are
(that doesn’t receive asked to play a video game. The scientists then assign participants to
any active treatment), play either Fortnite or a different video game that they do not expect
scientists can better tell to affect cognition. This second game is called the control, and it is
whether the
experimental treatment used for comparison with Fortnite. Participants then play their assigned
has benefits. video games for an hour a day for several weeks, for example. Then,

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the scientists conduct the same brain scans and cognitive tasks as
in the pre-test. This is called a post-test, because it tells scientists
what the participants’ brain structure and cognitive performance is
like after they have played the video game. Finally, the scientists
compare participants’ brains scans and cognitive task performance
between the pre-test and post-test. If the participants who played
Fortnite are found to have certain brain changes, such as a greater
volume of brain tissue in some brain areas, or if their performance on
cognitive tasks has increased more than the participants who played
the control video game, researchers can conclude that playing Fortnite
positively impacts the brain and cognition more than the control
game does.

Figure 3
In a typical video game
training experiment,
participants first take a
test measuring their
cognitive function
(pretesting). They are
then assigned to play
either an action video
game or a control video
game for some number
of hours (no more than
1 h per day, with the
whole thing being
spaced out over several Figure 3
weeks). They then
return and take the
same test from before
again (post-testing). If
the target video game
SO, HOW DOES PLAYING VIDEO GAMES AFFECT THE
group improved more BRAIN?
from pretesting to
post-testing than the Across many experiments, research has found that playing video
control video game
games can change many brain areas. As just a few examples, playing
group, then we know
that playing that game certain video games can increase the volume as well as the activity in
improved cognitive small regions in many parts of the brain (Figure 1) [2]. However, some
function [Adapted from research has also found that playing video games can decrease activity
[1]].
in some of these areas, like the frontal lobe. How can video games
both increase and decrease activity in the brain? One explanation is
that exposure to a video game may at first increase activity in regions
associated with gameplay. Then, as a player’s performance improves
and playing becomes more automatic, less “brain power” is needed,
resulting in a decrease in activity of those brain regions [2]. Thus,
depending on the length of training or the timing of the post-test,
either increases or decreases in brain activity can be associated with
playing video games.

Along with the changes seen in the brain, playing video games has
also been shown to improve some aspects of cognition, including
the ability to identify information that comes into the senses (like
vision and hearing); the ability to understand the surrounding space,

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Parong and Green

like remembering where objects are located or how to navigate to

a specific location; the ability pay attention; the ability to ignore
distractions; the ability to multi-task; and working memory [4, 5].

EFFECTS ON THE BRAIN AND COGNITION

ARE COMPLEX
The extent to which video game play alters the brain and cognition
depends on many factors, such as age, amount of time spent playing
video games, and what kind of video games are played. For instance,
while playing video games does seem to have at least a small positive
effect across all ages, video games tend to improve cognitive functions
more in younger adults than in older adults over the age of 65 [4].

Similarly, while any duration of video game play likely leads to some
brain changes, research suggests that the more time individuals spend
playing video games, the larger the changes will be [4]. Critically
though, all the available research suggests that binging on video games
(playing for very long sessions) is not a good idea. Video game play
most powerfully affects the brain in a positive way when the play
sessions are distributed across a wide range of time. For instance,
when we are trying to use video games to improve brain function in
our lab, we only allow participants to play for 1 h per day.

Finally, not all video games affect the brain equally. In general,
cognitive scientists assume that the types of cognitive skills that are
required to play a certain game and the brain regions associated with
those cognitive skills would be the skills and brain areas to change after
playing that game for some time. This is similar to practicing sports.
Soccer and basketball require different physical skills. If you practice
kicking a soccer ball, you can expect that your leg muscles will get
stronger and you will get better at kicking, but you would not expect
your arms to get stronger or to get better at shooting a basketball.

Action video games are one gaming genre that has been studied
extensively and consistently shown to improve some aspects of
cognition. Action video games include first-person shooter games,
like Fortnite, and third-person shooter games, like Splatoon. Games
like Animal Crossing and Minecraft, however, would not be considered
action video games. Researchers have found that action video games
improve perception, spatial cognition, and attention more than other
parts of cognition [4]. Other video game types, such as puzzle
games, like Portal 2, or strategy games, like Starcraft 3, may tap into
problem-solving abilities, suggesting that these games could improve
those parts of cognition. However, the findings on the effects of
these games on cognition have been mixed, so more research is
needed [6].

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CONCLUSIONS
In summary, the effects of video games on the brain and cognition are
somewhat complex. Research has shown that playing video games
can positively impact some parts of the brain and cognition, but the
impact largely depends on the type of video game being played.
Keep in mind that this field of research does not necessarily consider
how playing video games affects other parts of a person’s life besides
cognition. For example, other lines of research have focused on the
potential addictive features of video games or how they affect kids’
social and emotional development. When thinking about how video
games can affect us, it is important to look at their impact on all aspects
of our lives.

REFERENCES
1. Nahum, M., and Bavelier, D. 2020. “Video games as rich environments to foster
brain plasticity,” in Brain-Computer Interfaces, Vol. 168, eds N. F. Ramsey, and J.
del R. Millán (Amsterdam: Elsevier). p. 117–36.
2. Paulus, M., Marron, E. M., Viejo-Sobera, R., and Redolar-Ripoll, D. 2017. Neural
basis of video gaming: a systematic review. Front. Hum. Neurosci.
11:248. doi: 10.3389/fnhum.2017.00248
3. Raven, J. 2003. “Raven progressive matrices,” in Handbook of Nonverbal
Assessment, ed R. S. McCallum (Boston, MA: Springer).
4. Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., and Bavelier, D.
2018. Meta-analysis of action video game impact on perceptual, attentional, and
cognitive skills. Psychol. Bull. 144:77–110. doi: 10.1037/bul0000130
5. Powers, K., Brooks, P., Aldrich, N., Palladino, A. A., and Alfieri, L. 2013. Effects of
videogame play on information processing: a meta-analytic investigation.
Psychon. Bull. Rev. 20:1055–79. doi: 10.3758/s13423-013-0418-z
6. Parong, J., Holman, C., Cunningham, E., Green, C. S., and Bavelier, D. 2021.
“Video games and higher cognition,” in Using Cognitive and Affective Metrics in
Education-Based Simulations and Games, eds H. F. O’Neil, E. L. Baker, R. S.
Perez, and S. E. Watson (Oxfordshire: Routledge; Taylor and Francis).

SUBMITTED: 02 March 2023; ACCEPTED: 06 October 2023;

PUBLISHED ONLINE: 24 October 2023.

EDITOR: Theodore Zanto, University of California, San Francisco, United States

SCIENCE MENTORS: Abhishek Singh, Tijana Bojić, and Stephanie Da Silva Heil

CITATION: Parong J and Green CS (2023) How Video Games Change The Brain.
Front. Young Minds 11:1177758. doi: 10.3389/frym.2023.1177758

CONFLICT OF INTEREST: The authors declare that the research was conducted in
the absence of any commercial or financial relationships that could be construed
as a potential conflict of interest.

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COPYRIGHT © 2023 Parong and Green. This is an open-access article distributed

under the terms of the Creative Commons Attribution License (CC BY). The use,
distribution or reproduction in other forums is permitted, provided the original
author(s) and the copyright owner(s) are credited and that the original publication
in this journal is cited, in accordance with accepted academic practice. No use,
distribution or reproduction is permitted which does not comply with these terms.

YOUNG REVIEWERS
AKSHARA, AGE: 13
Science is everything, from the art of brushing to the way we interact with nature. All
the information we learn is gathered in our brain. Our brain is not just a heavy load on
our neck, it actually helps us to have fun, dream, and live. I am eager to know more
about the mechanisms of how it functions. My aim is to understand how organisms
interact with their environment to create a healthy society.

MFR DU LIBOURNAIS, AGES: 14–15

We are a group of young people in France. We are very heterogeneous in terms of
our backgrounds and our lives, and we love playing video games and sports (cycling,
basketball, horse-riding, tennis, boxing, motocross...). We love to laugh and are keen
to travel and discover the world. We feel very lucky to be able to join this project and
participate into a science project in English! We enjoyed the challenge.

TATJANA, AGE: 15
My name is Tatjana and I am currently 15 years old. In my free time I enjoy playing
the piano. I attended the school of mental arithmetic and gained the skill of quick
calculation. I would like to gain as much knowledge as possible in the field of
information technology. I would like to learn more about how they can help in
everyday life and their influence on human thinking.

AUTHORS
JOCELYN PARONG
Dr. Parong is a research psychologist who recently completed her postdoctoral work
at the University of Wisconsin-Madison in Dr. Shawn Green’s Learning and Transfer
laboratory. She holds a Ph.D. in Psychological and Brain Sciences from the University
of California, Santa Barbara. Her research interests have included how technology
and video games can be used to help people learn and to improve their cognition.
She is currently a Human Factors Researcher at a non-profit research company
studying how people interact with vehicle interfaces and how vehicle technology
and automation features impact drivers’ safety. *parong.jocelyn@gmail.com

C. SHAWN GREEN
Professor C. Shawn Green received his Ph.D. in Brain and Cognitive Sciences
from the University of Rochester in 2008. He then completed post-doctoral
training at the University of Minnesota before joining the faculty at the University
of Wisconsin-Madison in 2011. His research focuses on how various types of

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experience—including playing video games—changes the brain and human abilities.

His research, for instance, has shown that playing certain types of “action” video
games can enhance many aspects of human vision and cognition. He is also the
Editor-in-Chief of the Journal of Cognitive Enhancement. *cshawn.green@wisc.edu

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