Conectar Jugando: Board Games in Elementary Classrooms (6-12 Years Old) to Improve Executive Functions (CJ-Aula)
22. november 2021 opdateret af: Brain In Game scientific-technical service
Conectar Jugando: Effectiveness of a Modern Board Gamebased Cognitive Training to Improve Executive Function in Elementary Classrooms (6-12 Years Old) by a Cluster Controlled Trial
Executive functions are cognitive processes that have been frequently related to adequate academic performance in the scientific literature.
Current research aimed at training executive functions has found promising results using the modern board game as a cognitive tool in children.
Considering the growing interest of teachers in this playful and possibly educational and cognitive resource, a game program for cognitive purposes has been designed to be used in primary classrooms.
The main objective of the present study is to test the efficacy of a cognitive training program in the classroom based on modern board games in primary school students from ordinary schools (6 to 12 years old).
For this, there will be an experimental group that will carry out the game program "Conectar Jugando" in the classroom implemented by the teachers of the participating centers, and a control group that will be on standby and will be compensated by carrying out the game program at the finalize the post-intervention evaluation.
The classes of each school stage will be randomly assigned to an experimental group and a passive control group in each of the participating schools.
Studieoversigt
Status
Aktiv, ikke rekrutterende
Betingelser
Intervention / Behandling
Detaljeret beskrivelse
As hypotheses, it is established that: i) the experimental group will present a significantly greater improvement in the neuropsychological tasks that measure executive functions compared to the passive control group after the intervention; ii) the experimental group will present a significantly greater improvement in the tests evaluated by their parents / teachers after the intervention compared to the passive control group; iii) the experimental group will present a significantly greater improvement in academic tests after the intervention compared to the passive control group.
All hypotheses will be controlled for age, estimate of IQ and socioeconomic status, as well as previous experience in board games and other cognitive activities.
Undersøgelsestype
Interventionel
Tilmelding (Faktiske)
1200
Fase
- Ikke anvendelig
Kontakter og lokationer
Dette afsnit indeholder kontaktoplysninger for dem, der udfører undersøgelsen, og oplysninger om, hvor denne undersøgelse udføres.
Studiesteder
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Lleida, Spanien, 25001
- Faculty of Education, Psychology and Social Work; University of Lleida
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Deltagelseskriterier
Forskere leder efter personer, der passer til en bestemt beskrivelse, kaldet berettigelseskriterier. Nogle eksempler på disse kriterier er en persons generelle helbredstilstand eller tidligere behandlinger.
Berettigelseskriterier
Aldre berettiget til at studere
5 år til 13 år (Barn)
Tager imod sunde frivillige
Ja
Køn, der er berettiget til at studere
Alle
Beskrivelse
Inclusion Criteria:
- be enrolled in an ordinary educational center, whether public, private or subsidized
- provide informed consent from both parents and the participant's agreement to participate in the study
Exclusion Criteria:
- comprehension difficulties due to language reasons
- sensory difficulties that make it impossible to carry out the program activities
Studieplan
Dette afsnit indeholder detaljer om studieplanen, herunder hvordan undersøgelsen er designet, og hvad undersøgelsen måler.
Hvordan er undersøgelsen tilrettelagt?
Design detaljer
- Primært formål: Forebyggelse
- Tildeling: Randomiseret
- Interventionel model: Parallel tildeling
- Maskning: Enkelt
Våben og indgreb
Deltagergruppe / Arm |
Intervention / Behandling |
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Eksperimentel: Modern board and card games group
The program consisted of 12 one-hour intervention sessions.
The sessions were biweekly with a total duration of 6 weeks.
The modern board and card games used in the program were Bee Alert (Knizia, 2012), Monster Match (Gruhl & Weir, 2018), Kaleidos Junior (Albertarelli, 1997), Sherlock Express (Kermarrec, 2019), Alles Kanone! (Knizia, 2007), Halli Galli (Shafir, 1990), Bananazul (Warsch, 2019), Blurble (Bernard, 2013), La Morada Maldita (Ortiz, 2020), Dice Academy (Gobert, 2019) and Streams (Itsubaki, 2011).
Play sessions will be held in subgroups of 3-5 children within the class group.
In each session, each subgroup will play two games.
The games used in the program have an average duration of approximately 20-30 minutes (filler games).
All subgroups will play all games in the program the same number of times with the same rules.
The game program will be the same in all participating centers to guarantee the homogeneity of its implementation.
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Modern Board Games Intervention in Elementary Classrooms
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Ingen indgriben: Wait-list group
Wait-list.
They will do the usual classes without modern board games.
At the end of the post-intervention evaluation, the Conectar Jugando game program will be implemented under the same conditions as the experimental group.
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Hvad måler undersøgelsen?
Primære resultatmål
Resultatmål |
Foranstaltningsbeskrivelse |
Tidsramme |
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Visuospatial keep track task (Tamnes et al., 2010)
Tidsramme: Baseline and post intervention (after 6 weeks)
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Change in visuospatial updating from baseline to post intervention.
It consists of 9 trials of increasing difficulty in which colored faces move across the screen and it is necessary to remember the last position of each one.
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Baseline and post intervention (after 6 weeks)
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Inhibition - Child Fish Flanker Task (Benzing et al., 2018)
Tidsramme: Baseline and Post-intervention (after 6 weeks)
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Change in inhibition from baseline to post intervention.
It is an adaptation of the classic Flanker Task in which fish must be fed by pressing the key that indicates the direction of the central fish.
The inhibition measure is obtained by subtracting the reaction time of the pure block of congruent tests (5 fish going in the same direction) from the standard block that includes congruent and incongruent tests (the 4 fish that accompany the central fish can go in the same direction or the opposite).
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Baseline and Post-intervention (after 6 weeks)
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Shifting - Child Fish Flanker Task (Benzing et al., 2018)
Tidsramme: Baseline and Post-intervention (after 6 weeks)
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Change in shifting from baseline to post intervention.
To obtain this measure, a mixed block is included in the fish flanker task in which trials of yellow fish and trials of red fish appear.
When the fish are red, the central fish should be fed.
When the fish are yellow, the fish from the sides should be fed.
For both conditions, congruent and incongruent tests are presented.
The subtraction of the reaction time from the standard block (only congruent and incongruent reds) to the mixed block (reds and yellows) gives rise to the shifting measure.
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Baseline and Post-intervention (after 6 weeks)
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PREDISCAL (Pina-Paredes et al., 2020)
Tidsramme: Baseline and Post-intervention (after 6 weeks)
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Change in academic competences from baseline to post intervention.
Screening test that assesses Reading Fluency, Mathematical Fluency and Calculus in three timed written tasks.
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Baseline and Post-intervention (after 6 weeks)
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Sekundære resultatmål
Resultatmål |
Foranstaltningsbeskrivelse |
Tidsramme |
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ATENTO - Familie (Luque & Sánchez-Sánchez, 2019)
Tidsramme: Baseline og post-intervention (efter 6 uger)
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Ændring i adfærdsmæssige udøvende funktioner fra baseline til post intervention
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Baseline og post-intervention (efter 6 uger)
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Andre resultatmål
Resultatmål |
Foranstaltningsbeskrivelse |
Tidsramme |
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Begrundelse - TONI-4 (Ruíz-Fernández, 2019)
Tidsramme: Baseline
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Det er en ræsonnementstest, hvor der præsenteres serier og matricer, som barnet skal gennemføre med de tilgængelige muligheder, så sættet giver mening.
Dette mål vil blive brugt som en kontrolvariabel.
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Baseline
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Hollingshead Index (Hollingshead, 1975)
Tidsramme: Baseline
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Sociodemografiske data (alder, køn, skoleår og socioøkonomisk status)
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Baseline
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Forældreundersøgelse af typisk børns tid brugt i mindre strukturerede aktiviteter (tilpasset fra Barker et al., 2014)
Tidsramme: Baseline
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I denne undersøgelse bliver forældre spurgt (med hjælp fra deres børn) om den tid, deres børn afsætter til mindre strukturerede og rekreative aktiviteter ved at bruge en 7-punkts skala (fra laveste til højeste frekvens).
Høje scores på hvert element betyder en højere frekvens i den aktivitet.
Summen af alle scorerne på hvert punkt (hvor 1= 'Aldrig' og 7 = 'Dagligt') resulterer i en typisk mindre struktureret aktivitetsscore.
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Baseline
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The Parent Play Beliefs Scale (PPBS) (Fogle & Mendez, 2006)
Tidsramme: Baseline and Post-intervention (after 6 weeks)
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It consists of 30 items with 5 response options ranging from 1 (Disagree) to 5 (Strongly agree).
Two subscales have been considered: a) Play support; b) Acedemic focus.
The Play Support subscale refers to parents' positive beliefs about the relevance of play for children's development and about their participation in play with children.
High scores on this subscale indicate that parents enjoy play, prioritize play, and view it as a means of teaching.
The Academic focus subscale is made up of elements about the parents' emphasis on academic skills and the belief that play can promote their development.
The Academic focus subscale is made up of elements about the parents' emphasis on academic skills and the belief that play can promote their development.
High scores on this subscale would indicate that parents see the academic role of play as important.
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Baseline and Post-intervention (after 6 weeks)
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Samarbejdspartnere og efterforskere
Det er her, du vil finde personer og organisationer, der er involveret i denne undersøgelse.
Publikationer og nyttige links
Den person, der er ansvarlig for at indtaste oplysninger om undersøgelsen, leverer frivilligt disse publikationer. Disse kan handle om alt relateret til undersøgelsen.
Generelle publikationer
- Tamnes CK, Ostby Y, Walhovd KB, Westlye LT, Due-Tonnessen P, Fjell AM. Neuroanatomical correlates of executive functions in children and adolescents: a magnetic resonance imaging (MRI) study of cortical thickness. Neuropsychologia. 2010 Jul;48(9):2496-508. doi: 10.1016/j.neuropsychologia.2010.04.024. Epub 2010 Apr 29.
- Barker JE, Semenov AD, Michaelson L, Provan LS, Snyder HR, Munakata Y. Less-structured time in children's daily lives predicts self-directed executive functioning. Front Psychol. 2014 Jun 17;5:593. doi: 10.3389/fpsyg.2014.00593. eCollection 2014.
- Benzing V, Schmidt M, Jager K, Egger F, Conzelmann A, Roebers CM. A classroom intervention to improve executive functions in late primary school children: Too 'old' for improvements? Br J Educ Psychol. 2019 Jun;89(2):225-238. doi: 10.1111/bjep.12232. Epub 2018 Jun 26.
Datoer for undersøgelser
Disse datoer sporer fremskridtene for indsendelser af undersøgelsesrekord og resumeresultater til ClinicalTrials.gov. Studieregistreringer og rapporterede resultater gennemgås af National Library of Medicine (NLM) for at sikre, at de opfylder specifikke kvalitetskontrolstandarder, før de offentliggøres på den offentlige hjemmeside.
Studer store datoer
Studiestart (Faktiske)
30. september 2021
Primær færdiggørelse (Forventet)
1. april 2022
Studieafslutning (Forventet)
1. april 2022
Datoer for studieregistrering
Først indsendt
22. november 2021
Først indsendt, der opfyldte QC-kriterier
22. november 2021
Først opslået (Faktiske)
3. december 2021
Opdateringer af undersøgelsesjournaler
Sidste opdatering sendt (Faktiske)
3. december 2021
Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier
22. november 2021
Sidst verificeret
1. november 2021
Mere information
Begreber relateret til denne undersøgelse
Andre undersøgelses-id-numre
- NCT2021CJA
Lægemiddel- og udstyrsoplysninger, undersøgelsesdokumenter
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