Impact of Lumosity Games on Working Memory and Attention in University Students

Document Type : Research Paper

Authors

Department of Clinical Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

10.22034/jmpr.2025.70048.6883

Abstract

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.

Keywords

Main Subjects

References

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Journal of Modern Psychological Researches
Volume 21, Issue 81
May 2026
Pages 103-116

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History

  • Receive Date: 08 November 2025
  • Revise Date: 11 December 2025
  • Accept Date: 16 December 2025

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