Esports and cognitive function enhancement in lower secondary school students: a long-term experimental study

Authors

  • Fabiola Palmiero University of Campania “Luigi Vanvitelli”, Italy
  • Maria Giovanna Tafuri University of Campania “Luigi Vanvitelli”, Italy
  • Gianluca Gravino University of Campania “Luigi Vanvitelli”, Italy
  • Davide Di Palma University of Campania “Luigi Vanvitelli”, Italy
  • Generoso Romano University of Campania “Luigi Vanvitelli”, Italy
DOI: https://doi.org/10.6018/sportk.671291
Keywords: Educational eSports, Cognitive Functions, Lower Secondary School, Mixed Methodology, Socio-Emotional Well-Being

Abstract

This study examined the effectiveness of an educational protocol focused on eSports in enhancing cognitive skills, such as reaction speed, visual-motor reflexes, selective and sustained attention, and working memory, in a large sample of lower secondary school students. The study involved 1,200 lower secondary school students aged 11–14 years (mean age = 12.1 ± 0.9), recruited from ten Italian schools and randomly assigned to an experimental group (n = 600) and a control group (n = 600), with stratification by gender, academic performance, and socio-economic background. The experimental group participated in a structured programme of recreational and educational activities based on esports for four months, with weekly sessions aimed at enhancing specific cognitive functions (e.g. attention, memory, reaction) and social and interpersonal skills (inclusion, emotional regulation, cooperation), while the control group continued with their normal educational activities, carrying out standard curricular activities. The four-month intervention was evaluated using a mixed methodology that combined standardised psychometric tests with qualitative survey tools, including semi-structured interviews, direct observations, and feedback from teachers and parents. Quantitative results showed significant improvements in the experimental group compared to the control group (p<0.05). Qualitative results highlighted increased concentration, inclusiveness, motivation, and perceived well-being. Overall, the analysis suggests that esports can be an effective educational tool, capable of integrating cognitive and socio-emotional training and stimulating the use of digital technology in teaching.

Downloads

Download data is not yet available.
Metrics
Views/Downloads
  • Abstract
    11
  • PDF
    0

References

1. American Optometric Association. (2019). Computer vision syndrome. https://www.aoa.org

2. Banks, J. A. (2008). An Introduction to Multicultural Education (4th ed.). Pearson Education.

3. Bavelier, D., Green, C. S., Pouget, A., & Schrater, P. (2012). Brain plasticity through the life span: Learning to learn and action video games. Annual Review of Neuroscience, 35, 391–416. https://doi.org/10.1146/annurev-neuro-060909-152832

4. Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77–110. https://doi.org/10.1037/bul0000130

5. Boldrin, S., De Luca, L., & Tesser, G. (2017). Ergonomia digitale e prevenzione nei contesti scolastici. FrancoAngeli.

6. Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychologica, 129(3), 387–398. https://doi.org/10.1016/j.actpsy.2008.09.005

7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

8. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293–332.

9. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.

10. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

11. Delwiche, A. (2006). The Gamespace of Warcraft: An Ethnography of a Video Game. Digital Media and Learning.

12. Dye, M. W. G., Green, C. S., & Bavelier, D. (2009). Increasing speed of processing with action video games. Current Directions in Psychological Science, 18(6), 321–326. https://doi.org/10.1111/j.1467-8721.2009.01660.x

13. Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/10.1038/nature01647

14. Green, C. S., & Bavelier, D. (2006). The cognitive neuroscience of video games. In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 211–226). Routledge.

15. Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., ... & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub. https://clalliance.org/publications/connected-learning-an-agenda-for-research-and-design/

16. Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (5th ed.). Allyn & Bacon.

17. Kabat-Zinn, J. (2013). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. Bantam.

18. Kim, B. (2015). Gamification. In Spector, J. M. (Ed.), The SAGE Encyclopedia of Educational Technology. SAGE Publications.

19. Kühn, S., Gleich, T., Lorenz, R. C., Lindenberger, U., & Gallinat, J. (2014). Playing Super Mario induces structural brain plasticity: Gray matter changes resulting from training with a commercial video game. Molecular Psychiatry, 19, 265–271. https://doi.org/10.1038/mp.2013.120

20. Li, R., Polat, U., Makous, W., & Bavelier, D. (2009). Enhancing the contrast sensitivity function through action video game training. Nature Neuroscience, 12(5), 549–551. https://doi.org/10.1038/nn.2296

21. Miao, C., Chen, M., Jin, X., Wang, Y., & Xu, M. (2024). Spatial cognition and attention control in esports experts: A meta-analysis. Frontiers in Psychology, 15, 1-22. https://doi.org/10.3389/fpsyg.2024.122456

22. Morsanuto, S., Peluso Cassese, F., Tafuri, F., & Tafuri, D. (2023). Outdoor education, integrated soccer activities, and learning in children with autism spectrum disorder: a project aimed at achieving the sustainable development goals of the 2030 agenda. Sustainability, 15(18), 1-14.

23. Nielsen, B. L., & Hanghøj, T. (2019). Esports in education: Exploring educational integration and student identity. Journal of Educational Technology & Society, 22(4), 43–54. https://www.jstor.org/stable/26896705

24. Petilli, S., Gori, S., & Giordano, M. (2020). Attention and sustained vigilance in adolescents: Effects of sports vs. video game activity. Giornale Italiano di Psicologia dello Sport, 7(2), 33–45.

25. Sala, G., & Gobet, F. (2019). Cognitive training does not enhance general cognition. Perspectives on Psychological Science, 14(4), 789–806. https://doi.org/10.1177/1745691619856608

26. Sokolowska, A. (2023). Immersive learning and cognitive flexibility in virtual reality environments. Educational Technology Research and Development, 71, 891–909. https://doi.org/10.1007/s11423-023-10187-7

27. Tafuri, M. G., Palmiero, F., Di Palma, D., Scala, G., & Romano, G. (2025). Effects of an inclusive water polo programme on motor, psycho-pedagogical and social development in deaf-mute adolescents: An experimental study. Journal of Human Sport and Exercise, 20(4), 1199–1211. https://doi.org/10.55860/94afs931

28. Tanaka, S., Ikegami, T., Ikezawa, K., Osaka, M., & Osaka, N. (2013). Action video game experience and cognitive functions. Journal of Cognitive Neuroscience, 25(3), 386–405. https://doi.org/10.1162/jocn_a_00313

29. Toth, A. J., Ramsbottom, N., Kowal, M., & Campbell, M. J. (2020). Converging evidence supporting the cognitive link between exercise and esports performance. Journal of Cognitive Enhancement, 4, 186–200. https://doi.org/10.1007/s41465-019-00148-4

30. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

31. Wang, P., Liu, H. H., Zhu, X. T., Meng, T., Li, H. J., & Zuo, X. N. (2019). Action video game training for healthy adults: A meta-analytic study. Frontiers in Psychology, 7(45), 1-13. https://doi.org/10.3389/fpsyg.2018.03072

32. Załęski, M., & Warchoł, J. (2024). Cognitive effects of regular action gaming in adolescents: Evidence from attentional tasks. Archives of Budo, 20, 87–95.

Published
29-06-2026
How to Cite
Palmiero, F., Tafuri, M. G., Gravino, G., Di Palma, D., & Romano, G. (2026). Esports and cognitive function enhancement in lower secondary school students: a long-term experimental study. SPORT TK-EuroAmerican Journal of Sport Sciences, 15, 57. https://doi.org/10.6018/sportk.671291
Issue
Vol. 15 (2026)
Section
Articles

 The works and papers that are published in this Journal are subject to the following terms:

 1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.

 © Servicio de Publicaciones, Universidad de Murcia, 2013

 2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.

3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community. 

The works and papers that are published in this Journal are subject to the following terms:

1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.

© Servicio de Publicaciones, Universidad de Murcia, 2013

2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.

3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.