Single video games improve cognitive functioning in college students: evidence from behavioral and fNIRS assessments

Objective: In the digital intelligence era, video games are highly popular among college students, with playtime escalating. While many studies focus on long-term gaming experience or short training periods, it remains unknown whether a single session is equally effective. This study evaluated the impact of a single gaming session on college students’ cognitive functions and explored underlying mechanisms. Methods: Forty-three college students were randomly assigned to a video game (VG) or non-video game (nVG) group. Pre- and post-test behavioral and functional near-infrared spectroscopy (fNIRS) data were collected. Repeated-measures ANOVA was used, with simple effects analyses upon significant interactions, Bonferroni-corrected. Results: (1) After the gaming session, the VG group had shorter reaction times (RT), higher accuracy (ACC), and greater response correctness scores (RCS), whereas the nVG group showed longer RT, lower ACC, and lower RCS. (2) In the VG group, post-test Oxy-Hb concentrations increased in channels 6, 9, and 29, particularly in bilateral orbitofrontal cortex (OFC) and left dorsolateral prefrontal cortex (DLPFC), while PFC activation changed minimally in the nVG group. Conclusions: Cognitively engaging video games can acutely enhance cognitive abilities in male college students. The mechanism may involve increased prefrontal activation, improving reflective ability, processing speed, and decision-making.

Chuangtao Li, Xiaodan Guo, Jingsong Wang, Shen Wang