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Journal of Computers in Education

Erschienen in:

12.07.2018

Can digital games in school improve attention? A study of Brazilian elementary school students

verfasst von: Daniela Karine Ramos, Hiago Murilo Melo

Erschienen in: Journal of Computers in Education | Ausgabe 1/2019

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Abstract

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.

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Titel: Can digital games in school improve attention? A study of Brazilian elementary school students
verfasst von: Daniela Karine Ramos
Hiago Murilo Melo
Publikationsdatum: 12.07.2018
Verlag: Springer Berlin Heidelberg
Erschienen in: Journal of Computers in Education / Ausgabe 1/2019
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-018-0111-3

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