Active Aging: Learning English and Developing Fine Psychomotor Abilities.

Abstract

Background: Recent studies highlight that cognitive processes involved in learning share neural pathways with those controlling fine motor skills. Building on this insight, the mini-EDUball method was developed to integrate cognitive and motor activities directly at the classroom desk. While this approach has been applied successfully with children, its potential for older adults remains underexplored.

Methods: This preregistered study addresses this gap by examining the impact of mini-EDUballs on English vocabulary acquisition and fine psychomotor skills in seniors. Seventy-three participants aged 60+ were assigned to four groups with varying uses of mini-EDUballs and motor exercises during a 12-week English course. Vocabulary and fine motor skills were assessed before and after the intervention.

Results: All groups improved in vocabulary; however, gains under mini-EDUball - based instruction were not larger than those observed in the comparison groups. The findings further suggest that, when mini-EDUball is used with older adults, it may be preferable to implement simple games that engage fine motor skills alongside mental activity unrelated to the target material, rather than activities tightly coupled to the learning content. Notably, many participants reported skepticism about the ball-based methods. Additionally, fine psychomotor performance did not change significantly over time, and this lack of change was consistent across all groups.

Conclusions: Overall, the study indicates that embodied, motor-enriched language instruction is feasible in older adults and may support vocabulary learning, although learner perceptions warrant careful consideration, and benefits for hand dexterity should not be inferred.