Can digital games in school improve attention? A study of Brazilian elementary school students
- 9 Downloads
Several studies suggest that digital game routine can improve cognitive performance. Most of these studies are performed at laboratory setting and the training occurs individually, while this study aims to evaluate the effect of digital game routine on attention performance of elementary school students. Thirty students played digital games daily (15 min) at the beginning of class for 6 weeks, while a group of 41 students had the normal school routine. The students’ attention performance was assessed by the D2 test before and after the training period. A repeated measures ANOVA suggests that main effect of “period” (pre and post comparison) has significant influence on D2 total score (F = 39.43, p = 0.0001), but the interaction between “period” and “group” shows that training group has a greater improvement than control group (F = 9.91, p = 0.002). These findings suggest that the use of digital games in school routine can enhance the cognitive improvement that is already obtained in the normal school routine, creating an enriched environment to stimulate students’ cognitive development.
KeywordsCountry-specific developments Improving classroom teaching Interactive learning environments Media in education
This work was supported by CNPq (Brazilian Council for Scientific and Technologic Development, Brazil), Process Number 444831/2015-0. HMM is supported by CAPES/DS Scholarship.
- Araújo, R. S. (2016). Estudo de padronização, validade e precisão do teste de atenção concentrada D2-R. PhD Thesis, University of São Paulo.Google Scholar
- Brickenkamp, R., & Zillmer, E. (1998). The D2 test of attention (1st ed.). Seattle, WA: Hogrefe and Huber.Google Scholar
- Castellar, E. N., All, A., De Marez, L., & Van Looy, J. (2015). Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises. Computers and Education, 85, 123–133. https://doi.org/10.1016/j.compedu.2014.12.021.CrossRefGoogle Scholar
- Courage, M. L., & Richards, J. E. (2008). Attention. In Encyclopedia of infant and early childhood development. https://doi.org/10.1016/b978-012370877-9.00013-x.
- De La Guia, E., Lozano, M. D., & Penichet, V. M. R. (2015). Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD. British Journal of Educational Technology, 46(3), 664–678. https://doi.org/10.1111/bjet.12165.CrossRefGoogle Scholar
- Diamond, A. (2013). Executive functions. The Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750.CrossRefGoogle Scholar
- Dovis, S., Van Der Oord, S., Wiers, R. W., & Prins, P. J. M. (2015). Improving executive functioning in children with ADHD: Training multiple executive functions within the context of a computer game. A randomized double-blind placebo controlled trial. PLoS ONE, 10(4), 1–30. https://doi.org/10.1371/journal.pone.0121651.CrossRefGoogle Scholar
- Eichenbaum, A., Bavelier, D., & Green, C. S. (2014). Video games play that can do serious good. American Journal of Play, 7(1), 50–73.Google Scholar
- Healey, D. M., & Halperin, J. M. (2015). Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers’ self-regulation. Child Neuropsychology, 21(4), 465–480. https://doi.org/10.1080/09297049.2014.906567.CrossRefGoogle Scholar
- Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. A NESTA Futurelab Research report (Vol. 8, pp. 1–40). https://telearn.archives-ouvertes.fr/hal-00190453/file/kirriemuir-j-2004-r8.pdf.
- Lee, J., & Jones, J. (2008). A brain education guide for successful aging. Sedona, AZ: Best Life Media.Google Scholar
- Matlin, M. W. (2004). Psicologia Cognitiva (4th ed.). Rio de Janeiro, RJ: TLC.Google Scholar
- McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York: Penguin Books.Google Scholar
- Petty, A. L., & de Souza, M. T. C. C. (2012). Executive functions development and playing games. US–China Education Review, 9, 795–801. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED537211&site=ehost-live.
- Prensky, M. (2006). “Don’t bother me mom, i’m learning!”: How computer and video games are preparing your kids for twenty-first century success and how you can help!. St. Paul, MN: Paragon House.Google Scholar
- Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., et al. (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers and Education, 40(1), 71–94. https://doi.org/10.1016/s0360-1315(02)00099-4.CrossRefGoogle Scholar
- Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). From The Cover: Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of USA, 102(41), 14931–14936. https://doi.org/10.1073/pnas.0506897102.CrossRefGoogle Scholar
- Shin, N., Norris, C., & Soloway, E. (2006). Effects of handheld games on students learning in mathematics. In Proceedings of the 7th international conference on learning sciences (pp. 702–708). http://www.fi.uu.nl/publicaties/literatuur/endnote_ecgbl_472_shin.pdf%5Cnhttp://portal.acm.org/citation.cfm?id=1150136.
- Sternberg, R. (2008). Psicologia Cognitiva (4th ed.). Porto Alegre, RS: Artmed.Google Scholar
- Waters, A. M., Zimmer-Gembeck, M. J., Craske, M. G., Pine, D. S., Bradley, B. P., & Mogg, K. (2015). Look for good and never give up: A novel attention training treatment for childhood anxiety disorders. Behaviour Research and Therapy, 73, 111–123. https://doi.org/10.1016/j.brat.2015.08.005.CrossRefGoogle Scholar
- White, E. J., Hutka, S. A., Williams, L. J., & Moreno, S. (2013). Learning, neural plasticity and sensitive periods: Implications for language acquisition, music training and transfer across the lifespan. Frontiers in Systems Neuroscience, 7(November), 1–18. https://doi.org/10.3389/fnsys.2013.00090.Google Scholar
- Young, S. S.-C., & Wang, Y.-H. (2014). The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Educational Technology and Society, 17(3), 239–251.Google Scholar