Conectar Jugando: Board Games in Elementary Classrooms (6-12 Years Old) to Improve Executive Functions (CJ-Aula)
22 de noviembre de 2021 actualizado por: 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.
Descripción general del estudio
Estado
Activo, no reclutando
Condiciones
Intervención / Tratamiento
Descripción detallada
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.
Tipo de estudio
Intervencionista
Inscripción (Actual)
1200
Fase
- No aplica
Contactos y Ubicaciones
Esta sección proporciona los datos de contacto de quienes realizan el estudio e información sobre dónde se lleva a cabo este estudio.
Ubicaciones de estudio
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Lleida, España, 25001
- Faculty of Education, Psychology and Social Work; University of Lleida
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Criterios de participación
Los investigadores buscan personas que se ajusten a una determinada descripción, denominada criterio de elegibilidad. Algunos ejemplos de estos criterios son el estado de salud general de una persona o tratamientos previos.
Criterio de elegibilidad
Edades elegibles para estudiar
5 años a 13 años (Niño)
Acepta Voluntarios Saludables
Sí
Géneros elegibles para el estudio
Todos
Descripción
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
Plan de estudios
Esta sección proporciona detalles del plan de estudio, incluido cómo está diseñado el estudio y qué mide el estudio.
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Prevención
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Único
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
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Experimental: 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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Sin intervención: 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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¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
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Visuospatial keep track task (Tamnes et al., 2010)
Periodo de tiempo: 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)
Periodo de tiempo: 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)
Periodo de tiempo: 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)
Periodo de tiempo: 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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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
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ATENTO - Familia (Luque & Sánchez-Sánchez, 2019)
Periodo de tiempo: Línea de base y post-intervención (después de 6 semanas)
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Cambio en las funciones ejecutivas conductuales desde el inicio hasta la intervención posterior
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Línea de base y post-intervención (después de 6 semanas)
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Otras medidas de resultado
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
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Razonamiento - TONI-4 (Ruíz-Fernández, 2019)
Periodo de tiempo: Base
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Es una prueba de razonamiento en la que se presentan series y matrices que el niño debe completar con las opciones disponibles para que el conjunto tenga sentido.
Esta medida se utilizará como variable de control.
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Base
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Índice de Hollingshead (Hollingshead, 1975)
Periodo de tiempo: Base
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Datos sociodemográficos (edad, sexo, curso escolar y nivel socioeconómico)
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Base
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Encuesta de padres sobre el tiempo típico que los niños dedican a actividades menos estructuradas (adaptado de Barker et al., 2014)
Periodo de tiempo: Base
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En esta encuesta se pregunta a los padres (con la ayuda de sus hijos) sobre el tiempo que sus hijos dedican a actividades menos estructuradas y recreativas utilizando una escala de 7 puntos (de menor a mayor frecuencia).
Altos puntajes en cada ítem significan una mayor frecuencia en esa actividad.
La suma de todas las puntuaciones de cada elemento (donde 1 = 'Nunca' y 7 = 'Diariamente') da como resultado una puntuación típica de actividad menos estructurada.
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Base
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The Parent Play Beliefs Scale (PPBS) (Fogle & Mendez, 2006)
Periodo de tiempo: 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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Colaboradores e Investigadores
Aquí es donde encontrará personas y organizaciones involucradas en este estudio.
Patrocinador
Publicaciones y enlaces útiles
La persona responsable de ingresar información sobre el estudio proporciona voluntariamente estas publicaciones. Estos pueden ser sobre cualquier cosa relacionada con el estudio.
Publicaciones Generales
- 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.
Fechas de registro del estudio
Estas fechas rastrean el progreso del registro del estudio y los envíos de resultados resumidos a ClinicalTrials.gov. Los registros del estudio y los resultados informados son revisados por la Biblioteca Nacional de Medicina (NLM) para asegurarse de que cumplan con los estándares de control de calidad específicos antes de publicarlos en el sitio web público.
Fechas importantes del estudio
Inicio del estudio (Actual)
30 de septiembre de 2021
Finalización primaria (Anticipado)
1 de abril de 2022
Finalización del estudio (Anticipado)
1 de abril de 2022
Fechas de registro del estudio
Enviado por primera vez
22 de noviembre de 2021
Primero enviado que cumplió con los criterios de control de calidad
22 de noviembre de 2021
Publicado por primera vez (Actual)
3 de diciembre de 2021
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
3 de diciembre de 2021
Última actualización enviada que cumplió con los criterios de control de calidad
22 de noviembre de 2021
Última verificación
1 de noviembre de 2021
Más información
Términos relacionados con este estudio
Palabras clave
Otros números de identificación del estudio
- NCT2021CJA
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
No
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
No
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