A Classroom-Embedded Video Game Intervention Improves Executive Functions in Kindergarteners

NIN, VERÓNICA; DELGADO, HERNÁN; GOLDIN, ANDREA PAULA; FERNÁNDEZ-SLEZAK, DIEGO; BELLOLI, LAOUEN; CARBONI, ALEJANDRA

Journal of Cognitive Enhancement

Springer

Año: 2023 vol. 7 p. 19 - 38

2509-3290

Executive functions like working memory, inhibitory control, and cognitive flexibility are a set of neurocognitive processesinvolved in reasoning, planning, and self-regulatory skills that allow goal-oriented behaviors. Mounting evidence supportsthe importance of these processes for educational success from early on. Executive functions can be improved by employingcomputerized activities. However, most of the evidence with gamified tasks comes from controlled studies in laboratory set-tings, while the efficiency of interventions deployed in real-world circumstances is scarce. Furthermore, the effectiveness ofan intervention might be modulated by school socioeconomic status, but the evidence in this regard is still limited. The presentstudy examined the efficiency of a short training program, aimed to stimulate executive functions, deployed in high- and low-socioeconomic school kindergarten classes. One hundred and thirty-six children (M = 5.30, SD = 0.36 years old) participatedin a randomized, pre/post, controlled design. Data were analyzed with multilevel analysis. We found that all children thatparticipated in the training group improved their working memory span and performance in a fluid intelligence task. Gainsin inhibitory control and cognitive flexibility were observed only in children from low socioeconomic background schools.We also explored far-transfer effects on non-trained skills. We found no evidence of improved performance in a planningtask, or classroom behaviors typically associated with executive functions. Our results show that it is possible to promotecognitive development in kindergarteners through video games played within classrooms of diverse sociocultural contexts.