Digital Games and the Exercise of Attention

Interventions in Small Groups in School

Authors

  • Simone Pletz Ribeiro Universidade Federal de Santa Catarina (UFSC)
  • Daniela Ramos Universidade Federal de Santa Catarina (UFSC) http://orcid.org/0000-0001-9833-310X
  • Joao Mattar PUC-SP, Uninter

DOI:

https://doi.org/10.31686/ijier.vol9.iss8.2791

Keywords:

learning, computer games, attention, elementary school, cognition

Abstract

Digital games can be used to improve cognitive skills in schools, since they have rules, goals, challenges and propose actions that require the player’s attention, the use of problem-solving capacity, involving the planning of actions, keeping the goals and objectives in mind. Therefore, this article’s objective is to investigate indicators on the effects of the use of digital cognitive games in interventions carried out in small groups in the school context on the attention capacity. Therefore, a quasi-experimental study was conducted with 30 subjects, aged 7 to 11, which were divided into two groups, participant and control. Both were evaluated before and after the intervention through the application of a concentrated attention test. The results obtained indicated that the participant group had a significantly superior performance in relation to the quality of the attention because of less mistakes in the second application than the control group. The differences found in test variables that indicate the speed of discrimination of stimuli and attention more broadly were not significant.

Downloads

Download data is not yet available.

References

Brickenkamp, R. (1998). Teste D2 Atenção Concentrada. 2 ed. São Paulo: CETEP.

Cozby, P. (2003). Métodos de Pesquisa em Ciências do Comportamento. São Paulo: Atlas.

Diamond, A. (2013). Executive Functions. Annual review of psychology. 64:135-168. doi:10.1146/annurev-psych-113011-143750. DOI: https://doi.org/10.1146/annurev-psych-113011-143750

Diamond, A., & Lee; K. (2011) Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333 (6045), 959–964. doi: 10.1126/science.1204529 DOI: https://doi.org/10.1126/science.1204529

Eichenbaum, A., Bavelier, D., & Green, C. S. (2014). Video games: Play that can do serious good. American Journal of Play, 7(1), 50.

Escola do Cérebro. (2015). [Game]. Florianópolis, Brasil: UFSC. Recuperado em 08 de fevereiro, 2015, de: .

Gazzaniga, M. S.; & Heatherton, T. F. (2005). Ciência psicológica: mente, cérebro e comportamento. Trad. Maria Adriana Veríssimo Veronese. 2. imp. rev. Porto Alegre: Artmed.

Griffiths, M. (2002). The educational benefits of videogames. Education and health, 20(3), 47-51. Recuperado em 28 de fevereiro, 2015, de: <http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf>

Homer, B. D., Plass, J. L., Raffaele, C., Ober, T. M., & Ali, A. (2018). Improving high school students’ executive functions through digital game play. Computers & Education, 117, 50-58. DOI: https://doi.org/10.1016/j.compedu.2017.09.011

Lent, R. (2005). Cem bilhões de neurônios: conceitos fundamentais de neurociência. São Paulo: Atheneu.

Li, R., Polat, U., Scalzo, F., & Bavelier, D. (2010). Reducing backward masking through action game training. Journal of Vision, 10(14):33, 1–13. doi:10.1167/10.14.33. DOI: https://doi.org/10.1167/10.14.33

Lopez-Rosenfeld, M., Goldin, A. P., Lipina, S., Sigman, M., & Slezak, D. F. (2013). Mate Marote: A flexible automated framework for large-scale educational interventions. Computers & Education, 68, 307-313. doi: https://doi.org/10.1016/j.compedu.2013.05.018 DOI: https://doi.org/10.1016/j.compedu.2013.05.018

Lima, E. S. (2009). Neurociência e aprendizagem. São Paulo: InterAlia.

Miller, D. J., & Robertson, D. P. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self-esteem. British Journal of Educational Technology, 41(2), 242–255. doi: 10.1111/j.1467-8535.2008.00918.x DOI: https://doi.org/10.1111/j.1467-8535.2008.00918.x

Oei, A. C., & Patterson, M. D. (2013). Enhancing Cognition with Video Games: A Multiple Game Training Study. PLoS ONE, 8(3). doi: https://doi.org/10.1371/journal.pone.0058546 DOI: https://doi.org/10.1371/journal.pone.0058546

Palaus M., Marron E. M., Viejo-Sobera R., Redolar-Ripoll D. (2017). Neural Basis of Video Gaming: A Systematic Review. Frontiers in human neuroscience, 11. doi: https://doi.org/10.3389/fnhum.2017.00248 DOI: https://doi.org/10.3389/fnhum.2017.00248

Ramos, D. K. (2014). Cognoteca: uma alternativa para o exercício de habilidades cognitivas, emocionais e sociais no contexto escolar. Revista da FAEEBA - Educação e Contemporaneidade, Salvador, 23(41), 63-75. Recuperado em 25 de junho, 2015, de: http://www.revistas.uneb.br/index.php/faeeba/article/view/824. DOI: https://doi.org/10.21879/faeeba2358-0194.v23.n41.824

Ramos, D. K. (2013). Jogos cognitivos eletrônicos: contribuições à aprendizagem no contexto escolar. Ciências e Cognição, 18, 19-32. Recuperado em 10 de junho, 2015, de <http://www.cienciasecognicao.org/revista/index.php/cec/article/view/848>.

Ramos, D. K., Rocha, N. L., Luz, M. L., Silvestrin, D., & Schmaedech, D. (2014). O uso de jogos eletrônicos para o exercício das habilidades cognitivas: relato de uma experiência no Ensino Fundamental. Anais do Seminário Jogos Eletrônicos, Educação e Comunicação: Construindo Novas Trilhas, 10 (pp. 1-19). Salvador: UNEB.

Rivero, T. S., Querino, E. H. G., & Alves, I. S. (2012). Videogame: seu impacto na atenção, percepção e funções executivas. Revista Neuropsicologia Latinoamericana, 3 (4), 38-52. Recuperado em 10 de maio, 2015, de: <https://www.dropboxstatic.com/satic/javascript/external/pdf-js-669>.

Rueda, M. R., Checa, P., & Cómbita, L. M.. (2012). Enhanced efficiency of the executive attention network after training in preschool children: Immediate changes and effects after two months. Developmental Cognitive Neuroscience, 2(15), S192-S204. doi: 10.1016/j.dcn.2011.09.004 DOI: https://doi.org/10.1016/j.dcn.2011.09.004

Sternberg, R. J. (2016). Psicologia Cognitiva (5th ed.). Trad. Anna Maria DalleLuche, Roberto Galman. São Paulo: Cengage Learning.

Copyright Disclaimer

Copyright for this article is retained by the author(s), with first publication rights granted to the journal.

This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

Downloads

Published

01-08-2021

How to Cite

Ribeiro, S., D. Ramos, and J. Mattar. “Digital Games and the Exercise of Attention: Interventions in Small Groups in School”. International Journal for Innovation Education and Research, vol. 9, no. 8, Aug. 2021, pp. 1-12, doi:10.31686/ijier.vol9.iss8.2791.
Received 2020-10-26
Accepted 2020-11-04
Published 2021-08-01