University of Tabriz Journal of Modern Psychological Researches 2322-3340 21 81 2026 04 21 Impact of Lumosity Games on Working Memory and Attention in University Students Impact of Lumosity Games on Working Memory and Attention in University Students 103 116 21611 10.22034/jmpr.2025.70048.6883 FA Changiz Rahimi Taghanaki Department of Clinical Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran Nasim Nazari Department of Clinical Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran Mohammadreza Khazei Department of Clinical Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran Journal Article 2025 11 08 Digital cognitive training tools have gained attention for their potential to enhance core cognitive functions such as working memory and selective attention. Although findings remain mixed, evidence indicates that structured game-based programs may improve executive functioning and attentional control. Lumosity is widely used, yet research on its cognitive effects among Iranian university students is limited. This study examined the immediate and sustained effects of Lumosity games on working memory and selective attention. This applied study used a quasi-experimental pretest–posttest design with a three-month follow-up and an active control group. Thirty students from the University of Shiraz were selected through convenience sampling and assigned to experimental and control groups (15 each). Working memory was measured using the Letter–Number Sequencing Test, and selective attention was assessed using the Trail Making Test Part B. The experimental group completed 14 days of Lumosity training. Data were analyzed using ANCOVA and MANCOVA at p < .05. After adjusting for pretest scores, the experimental group showed significantly higher working memory performance and faster completion times on selective attention tasks compared to the control group. At three-month follow-up, selective attention improvements persisted, while working memory gains slightly declined yet remained above baseline. Findings indicate that Lumosity training can enhance working memory and selective attention in university students, with attentional gains showing greater long-term stability. Digital cognitive games may serve as an effective supplementary tool for improving cognitive readiness in academic contexts. Digital cognitive training tools have gained attention for their potential to enhance core cognitive functions such as working memory and selective attention. Although findings remain mixed, evidence indicates that structured game-based programs may improve executive functioning and attentional control. Lumosity is widely used, yet research on its cognitive effects among Iranian university students is limited. This study examined the immediate and sustained effects of Lumosity games on working memory and selective attention. This applied study used a quasi-experimental pretest–posttest design with a three-month follow-up and an active control group. Thirty students from the University of Shiraz were selected through convenience sampling and assigned to experimental and control groups (15 each). Working memory was measured using the Letter–Number Sequencing Test, and selective attention was assessed using the Trail Making Test Part B. The experimental group completed 14 days of Lumosity training. Data were analyzed using ANCOVA and MANCOVA at p < .05. After adjusting for pretest scores, the experimental group showed significantly higher working memory performance and faster completion times on selective attention tasks compared to the control group. At three-month follow-up, selective attention improvements persisted, while working memory gains slightly declined yet remained above baseline. Findings indicate that Lumosity training can enhance working memory and selective attention in university students, with attentional gains showing greater long-term stability. Digital cognitive games may serve as an effective supplementary tool for improving cognitive readiness in academic contexts. https://psychologyj.tabrizu.ac.ir/article_21611_019e7432b64ce5c18d0764eeb1c18fc5.pdf