Stimulation of Inhibitory Control in School Children: Measuring the Effect of a Pilot Intervention Study Using a Digital Game in Elementary School
Saved in:
| Title: | Stimulation of Inhibitory Control in School Children: Measuring the Effect of a Pilot Intervention Study Using a Digital Game in Elementary School |
|---|---|
| Language: | English |
| Authors: | Bernardo Benites de Cerqueira (ORCID |
| Source: | Education and Information Technologies. 2025 30(6):7515-7547. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Students, Grade 3, Grade 4, Pilot Projects, Intervention, Game Based Learning, Computer Games, Executive Function, Attention, Inhibition |
| DOI: | 10.1007/s10639-024-13101-3 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Executive Functions are essential for good school performance as well as for the proper development of individuals' socio-affective, vocational, academic, and planning skills. Investigations with digital games aimed at stimulating inhibitory control of the executive functions in the school environment, especially with typically developing children in Elementary School, are incipient. This study demonstrates the impact of an intervention carried out using a digital game on mobile devices to stimulate the executive component of inhibitory control, in elementary school children, in the classroom context. The study included 36 children (n = 36), from the 3rd and 4th years of a public school, classified into an experimental group (EG, n = 15), which received the intervention, and a control group (CG, n = 21), which continued with school activities regularly. Neuropsychological assessments were performed before and after the stimulation sessions. The EG used the game during 28 sessions, organized in 3 weekly sessions over 12 weeks, with an average of 20 min per session. The results show that the EG performed better in measures of processing speed and initiation, focused attention, inhibitory control and cognitive flexibility, indicating that children who participated in the intervention presented improvements in cognitive domains of executive functions and attention. Thus, this research verified the importance and feasibility of interventions to stimulate executive functions in children using a digital game designed for use in the school setting. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467885 |
| Database: | ERIC |
| Abstract: | Executive Functions are essential for good school performance as well as for the proper development of individuals' socio-affective, vocational, academic, and planning skills. Investigations with digital games aimed at stimulating inhibitory control of the executive functions in the school environment, especially with typically developing children in Elementary School, are incipient. This study demonstrates the impact of an intervention carried out using a digital game on mobile devices to stimulate the executive component of inhibitory control, in elementary school children, in the classroom context. The study included 36 children (n = 36), from the 3rd and 4th years of a public school, classified into an experimental group (EG, n = 15), which received the intervention, and a control group (CG, n = 21), which continued with school activities regularly. Neuropsychological assessments were performed before and after the stimulation sessions. The EG used the game during 28 sessions, organized in 3 weekly sessions over 12 weeks, with an average of 20 min per session. The results show that the EG performed better in measures of processing speed and initiation, focused attention, inhibitory control and cognitive flexibility, indicating that children who participated in the intervention presented improvements in cognitive domains of executive functions and attention. Thus, this research verified the importance and feasibility of interventions to stimulate executive functions in children using a digital game designed for use in the school setting. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-024-13101-3 |
