Game-based cognitive training and its impact on executive functions and math performance: A randomized controlled trial

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology Pub Date : 2025-04-09 DOI:10.1016/j.jecp.2025.106257

Alanny Nunes de Santana , Antonio Roazzi , Alena Pimentel Mello Cabral Nobre

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引用次数: 0

Abstract

Executive functions (EFs) are the focus of interventions aimed at their development and subsequent improvement of indirectly trained skills such as academic performance. Therefore, the objective of this study was to evaluate the presence of near-transfer effects (EFs improvement) and far-transfer effects (mathematics improvement) of the Cucca Curiosa intervention in Brazilian children aged 7 to 10 years, with 28 participants per age group. This stratified trial included 112 children randomly assigned to the experimental group (EG) or control group (CG). Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf), Five-Digit Test (FDT), Day–Night Stroop task, and Mathematics Test (TEMA) were administered at pretest and posttest levels. The EG participated in the 1-week Cucca Curiosa program, consisting of five sessions (averaging 13 min, with a maximum of 26 min), whereas the CG remained in passive waiting. Data analysis revealed that the intervention significantly improved children’s executive and mathematics performance in the short term. The mediation analysis identified that EFs are essential mediators that explain how the intervention improves mathematical performance, reinforcing the importance of focusing on the development of EFs as a strategy to improve academic performance. Further studies are necessary to assess long-term effects, transfer to other skills, and potential benefits in reducing psychopathological symptoms.

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基于游戏的认知训练及其对执行功能和数学表现的影响：一项随机对照试验

执行职能是干预措施的重点，其目的是发展执行职能并随后改善间接训练的技能，如学业成绩。因此，本研究的目的是评估Cucca Curiosa干预在7至10岁的巴西儿童中的近转移效应（ef改善）和远转移效应（数学改善）的存在，每个年龄组有28名参与者。该分层试验包括112名儿童，随机分为实验组（EG）和对照组（CG）。儿童简短神经心理评估测试（NEUPSILIN-Inf）、五位数测试（FDT）、昼夜Stroop任务和数学测试（TEMA）分别在测试前和测试后进行。EG组参加了为期1周的Cucca curosa项目，包括5次（平均13分钟，最长26分钟），而CG组则保持被动等待。数据分析显示，干预在短期内显著提高了儿童的执行和数学成绩。中介分析发现，ef是解释干预如何提高数学成绩的重要中介，强调了关注ef发展作为提高学业成绩策略的重要性。需要进一步的研究来评估长期效果、转移到其他技能以及在减少精神病理症状方面的潜在益处。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Experimental Child Psychology Multiple-

CiteScore

4.50

自引率

7.70%

发文量

190

期刊介绍： The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.