Video games have become a strain of entertainment. Previous studies have focused more on the possible negative effects of video games. In recent years, some studies have broken the existing misunderstanding of “playing games = game addiction = academic failure/delayed development” and found that action video game experience can improve player’s attention and visuospacial capabilities. Since then, researchers have begun to explore the transfer effects of video game training on cognitive abilities. Executive function is a functional structure that must be used in the mind processing of problem solving. It can enable individuals to integrate various resources when completing complex cognitive tasks and control the system to complete various processing. However, there is heterogeneity in the conclusions of existing video game training on the effect of the transfer effect on executive functions and their components.Specifically, a stable transfer effect was observed in the dual task research and updating tasks of working memory; however, this conclusion did not appear in the inhibition. This indicates that the composition of the executive function is different, and the transfer effect is different. In order to answer this question, this paper analyzes two representative theories, namely, the common demand theory and the learning to learn theory. Although both types of transfer mechanisms are backed by empirical research, there are some overlaps between the two in terms of whether the transfer object is a component of the execution function or all of them.It can be seen from the perspective of the transfer mechanism that it is impossible to determine what is the reason. Therefore, it is necessary to shift from the analysis of the transfer object to the analysis of the video game training itself, and consider what factors in the training research influence the transfer effect.Next, the transfer effects of measuring real game experience on executive function was firstly analyzed, the same as the effect of training on simulation game experience. It is found that the former's conclusion is relatively stable, that is, it can detect the transfer effect; and the latter's conclusion is more complicated. It can be seen that most of the inconsistent results of the transfer effect appear in training studies. This may be due to the fact of various conditional controls and different game types.Therefore, it is necessary to focus on the training research that simulates game experience and analyze the training conditions that may affect the transfer effect. At the end , Then the focus should be turned to domain specificity on training. In order to avoid the research bias caused by the theoretical basis or conceptual selection, the use of multiple measurement tasks and statistical methods such as factor analysis and structural equations could be enhanced. Third, in addition to filling in traditional video game experience questionnaires, the survey of gaming history could be added and game cognitive function components must be analyzed. Fourth, increasing the training dose and using the frequency of concentrated training instead of distributed training may improve the transfer effect of training research.