The effect of video games, exergames and board games on executive functions in kindergarten and 2nd grade: An explorative longitudinal study

Effect of COGNI-MACHINE computational thinking training on executive functions in children aged 9 to 11: Protocol of a cluster randomized controlled trial

We designed a controlled trial protocol that seeks to contribute to cognitive science by studying the effect of thought training on children's executive functions. The study design is a cluster randomized controlled trial, with intra-subject and inter-subject evaluation, with two parallel groups: an experimental group and a TAU control group. With three measures, pre-test, post-test, and follow-up after three months. The participants will be children aged 9 to 11. The allocation will be randomized by groups and not individually. The sample will be a minimum of 44 participants. The primary measures will be neuropsychological tests to assess executive functions. Secondary measures will be a computational thinking test, neuropsychological tests to assess metacognition and attention, and an acceptability scale. The experimental group will participate in the COGNI-MACHINE computational thinking training designed by the first author. The training frequency will be twice a week in 60 min sessions for 12 weeks. The TAU control group will receive computer science classes as usual during the same time as the experimental group. The evaluators taking the measurements will be blinded to the assignment. The investigators in charge of the intervention will be blinded to the results of the evaluations.

Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety

BACKGROUND

Mathematics achievement is pivotal in shaping children's future prospects. Cognitive skills (numeracy), feelings (anxiety), and the social environment (home learning environment) influence early math development.

METHOD

A longitudinal study involved 85 children (mean age T1 = 6.4 years; T2 = 7.9) to explore these predictors holistically. Data were collected on early numeracy skills, home learning environment, math anxiety, and their impact on various aspects of math.

RESULTS

The study found that early numeracy skills, home learning environment, and math anxiety significantly influenced math school achievement. However, they affected written computation, sequences, and comparisons differently. Early numeracy skills strongly predicted overall achievement and comparison subtest performance.

CONCLUSION

These findings underscore the substantial role of math anxiety and home learning environment in children's math achievement. The study emphasizes the need to consider the selective impacts of these factors in future research, shedding light on the multifaceted nature of mathematics achievement determinants.

Just Play Cognitive Modern Board and Card Games, It's Going to Be Good for Your Executive Functions: A Randomized Controlled Trial with Children at Risk of Social Exclusion

Modern board and card games are usually used for leisure. Few studies have focused on the type of game played in vulnerable populations. Therefore, the main aim of this study was to test the effectiveness of playing modern board and card games to enhance updating, inhibition, and flexibility in children at risk of social exclusion using games that activated specific basic executive functions. We developed a quadruple-blind randomized clinical trial during the COVID-19 pandemic. Sixty-eight participants (7-12 years old) were divided into two experimental groups: 35 children played games that directly activated basic executive functions, and 33 played games that directly triggered other cognitive domains. The primary statistical analysis consisted of mixed models. We found significant time effects in cognitive flexibility and inhibition and, to a lesser extent, in working memory in both gaming groups. We analyzed the cognitive profile of the games and found that all the games activated basic executive functions significantly, irrespective of the experimental group. Therefore, it is possible that playing any type of modern board and card game (excluding games with a high incidence of luck) could be beneficial for children at risk of social exclusion.

Executive functions and play

Executive functions and play have been researched separately over the last few decades. Only recently has the association between the two constructs received more attention. Thus, a Special Issue on this association is timely. The six empirical studies of the Special Issue applied various types of play (e.g., dramatic play or physical play) in their research. Children's executive functions were also measured with a variety of tasks. The wide variability of the studies was a learning point, especially given the cultural connotation of executive function measures. All the studies of the Special Issue were conducted in WEIRD (Western, Educated, Industrialized, Rich, and Democratic) countries raising the issue of generalizability. We discuss future directions of the research on executive functions and play hoping for longitudinal studies on the association between these constructs in the future.

Usability and Effects of a Combined Physical and Cognitive Intervention Based on Active Video Games for Preschool Children

Executive functions (EFs) are essential for early childhood development, and effective programs to improve EFs in preschool education are becoming increasingly crucial. There is rising evidence that combined physical-cognitive intervention training utilizing active video games (exergames) could be a viable strategy to improve EFs. However, there is a shortage of empirical evidence on the application of this approach in preschool education. The effectiveness of exergame intervention training in preschools must be evaluated. This study conducted a randomized controlled trial to assess the effects of exergames intervention training on preschool children's EFs. A total of 48 participants aged 4-5 years were enrolled; 24 were randomly allocated to receive exergames physical activity training, and the remaining 24 received conventional physical activity training. After a four-week intervention, the children who received the exergames intervention training exhibited considerably greater gains in all three EFs tasks than children who received the conventional physical activity program. Follow-up interviews revealed that the children accepted the exergames well. The results demonstrate the viability of incorporating exergames into preschool education to improve children's EFs, supporting prior findings and offering more empirical evidence from early childhood research.