View in EDS

Stimulation of Inhibitory Control in School Children: Measuring the Effect of a Pilot Intervention Study Using a Digital Game in Elementary School

Saved in:
Bibliographic Details
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 0000-0001-5362-4624), Andressa Aparecida Garces Gamarra Salem, Caroline de Oliveira Cardoso, Rochele Paz Fonseca, João Batista Mossmann, Débora Nice Ferrari Barbosa
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1467885
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Stimulation of Inhibitory Control in School Children: Measuring the Effect of a Pilot Intervention Study Using a Digital Game in Elementary School
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bernardo+Benites+de+Cerqueira%22">Bernardo Benites de Cerqueira</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5362-4624">0000-0001-5362-4624</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andressa+Aparecida+Garces+Gamarra+Salem%22">Andressa Aparecida Garces Gamarra Salem</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+de+Oliveira+Cardoso%22">Caroline de Oliveira Cardoso</searchLink><br /><searchLink fieldCode="AR" term="%22Rochele+Paz+Fonseca%22">Rochele Paz Fonseca</searchLink><br /><searchLink fieldCode="AR" term="%22João+Batista+Mossmann%22">João Batista Mossmann</searchLink><br /><searchLink fieldCode="AR" term="%22Débora+Nice+Ferrari+Barbosa%22">Débora Nice Ferrari Barbosa</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(6):7515-7547.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 33
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+Projects%22">Pilot Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10639-024-13101-3
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-2357<br />1573-7608
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1467885
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1467885
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10639-024-13101-3
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 7515
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Pilot Projects
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Computer Games
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Inhibition
        Type: general
    Titles:
      – TitleFull: Stimulation of Inhibitory Control in School Children: Measuring the Effect of a Pilot Intervention Study Using a Digital Game in Elementary School
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bernardo Benites de Cerqueira
      – PersonEntity:
          Name:
            NameFull: Andressa Aparecida Garces Gamarra Salem
      – PersonEntity:
          Name:
            NameFull: Caroline de Oliveira Cardoso
      – PersonEntity:
          Name:
            NameFull: Rochele Paz Fonseca
      – PersonEntity:
          Name:
            NameFull: João Batista Mossmann
      – PersonEntity:
          Name:
            NameFull: Débora Nice Ferrari Barbosa
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1360-2357
            – Type: issn-electronic
              Value: 1573-7608
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Education and Information Technologies
              Type: main
ResultId 1