Effects of progressive gaming sessions on cognitive awareness among Saudi education university students
Abstract This study investigated the effects of progressive gaming sessions on metacognitive skills among 66 female’s students in KSA university. Using a standardized Tetris gaming intervention with increasing durations (20, 30, and 40 min), we measured changes in academic performance and metacognit...
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Nature Portfolio
2025-06-01
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| Series: | Scientific Reports |
| Online Access: | https://doi.org/10.1038/s41598-025-04594-0 |
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| author | Sarah M. Alajlan Wissal Boughattas Obaidalah H. Aljohani Hela Znazen |
| author_facet | Sarah M. Alajlan Wissal Boughattas Obaidalah H. Aljohani Hela Znazen |
| author_sort | Sarah M. Alajlan |
| collection | DOAJ |
| description | Abstract This study investigated the effects of progressive gaming sessions on metacognitive skills among 66 female’s students in KSA university. Using a standardized Tetris gaming intervention with increasing durations (20, 30, and 40 min), we measured changes in academic performance and metacognitive abilities by standardized tests and the Arabic State Metacognitive Inventory. Results showed academic performance significantly improved during 20-min sessions compared to baseline but declined during longer 30 and 40-min sessions (F = 7.82, p < 0.001). Metacognitive variables remained stable across sessions (F = 1.54, p = 0.205), with only self-checking showing significant changes. Regression analysis confirmed gaming duration negatively predicted exam performance (β = − 0.260, p < 0.001) but had no significant relationship with metacognitive variables. These findings suggest that gaming interventions require careful duration management, with shorter sessions (approximately 20 min) appearing more beneficial for academic performance while longer sessions may have diminishing returns. The stability of metacognitive variables despite fluctuations in academic performance suggests that these cognitive domains may respond differently to gaming interventions among female university students. |
| format | Article |
| id | doaj-art-b9bb5758bb3148cdae5ae6f554877e1a |
| institution | OA Journals |
| issn | 2045-2322 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj-art-b9bb5758bb3148cdae5ae6f554877e1a2025-08-20T02:05:40ZengNature PortfolioScientific Reports2045-23222025-06-011511910.1038/s41598-025-04594-0Effects of progressive gaming sessions on cognitive awareness among Saudi education university studentsSarah M. Alajlan0Wissal Boughattas1Obaidalah H. Aljohani2Hela Znazen3The Department of Leadership and Educational Policies, Taif UniversityTunisian Research Laboratory ‘Sports Performance Optimization’ (LR09SEP01), National Center of Medicine and Science in Sports (CNMSS)The Department of Leadership and Educational Policies, Taif UniversityHigher Institute of Sport and Physical Education of Ksar Saïd, Manouba UniversityAbstract This study investigated the effects of progressive gaming sessions on metacognitive skills among 66 female’s students in KSA university. Using a standardized Tetris gaming intervention with increasing durations (20, 30, and 40 min), we measured changes in academic performance and metacognitive abilities by standardized tests and the Arabic State Metacognitive Inventory. Results showed academic performance significantly improved during 20-min sessions compared to baseline but declined during longer 30 and 40-min sessions (F = 7.82, p < 0.001). Metacognitive variables remained stable across sessions (F = 1.54, p = 0.205), with only self-checking showing significant changes. Regression analysis confirmed gaming duration negatively predicted exam performance (β = − 0.260, p < 0.001) but had no significant relationship with metacognitive variables. These findings suggest that gaming interventions require careful duration management, with shorter sessions (approximately 20 min) appearing more beneficial for academic performance while longer sessions may have diminishing returns. The stability of metacognitive variables despite fluctuations in academic performance suggests that these cognitive domains may respond differently to gaming interventions among female university students.https://doi.org/10.1038/s41598-025-04594-0 |
| spellingShingle | Sarah M. Alajlan Wissal Boughattas Obaidalah H. Aljohani Hela Znazen Effects of progressive gaming sessions on cognitive awareness among Saudi education university students Scientific Reports |
| title | Effects of progressive gaming sessions on cognitive awareness among Saudi education university students |
| title_full | Effects of progressive gaming sessions on cognitive awareness among Saudi education university students |
| title_fullStr | Effects of progressive gaming sessions on cognitive awareness among Saudi education university students |
| title_full_unstemmed | Effects of progressive gaming sessions on cognitive awareness among Saudi education university students |
| title_short | Effects of progressive gaming sessions on cognitive awareness among Saudi education university students |
| title_sort | effects of progressive gaming sessions on cognitive awareness among saudi education university students |
| url | https://doi.org/10.1038/s41598-025-04594-0 |
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