Training with videogames for improving sustained attention in children with a high risk of learning disorders

Most studies examine the effects of videogames on the cognitive abilities of young and adult players in experimental situations or for rehabilitation purposes. The aim of the present study is to evaluate the use of computerized commercial games for training sustained attention in primary school chil...

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Bibliographic Details
Published in:	Educar (Bellaterra, Spain) Vol. 58; no. 1; pp. 173 - 188
Main Authors:	Guitart Pérez-Puelles, Lourdes, Menéndez Mendoza, Dayamith, Sánchez García, Jesús Eladio, Torres Díaz, Rosario
Format:	Journal Article
Language:	English
Published:	Universitat Autònoma de Barcelona 01-01-2022
Subjects:	learning disorders psychopedagogy sustained attention training videogame
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Summary:	Most studies examine the effects of videogames on the cognitive abilities of young and adult players in experimental situations or for rehabilitation purposes. The aim of the present study is to evaluate the use of computerized commercial games for training sustained attention in primary school children at a high risk of learning disorders. A continuous performance task was used to assess sustained attention in a pre- and post-intervention classical paradigm. The training was organized in groups according to the children’s age and grade and planned in 30-minute sessions twice weekly for 12 weeks. The Student’s t-test was statistically significant for the mean reaction times, showing lower response times after training. It was demonstrated that more than twelve videogame sessions are needed to decrease the reaction time (mean RT) as significant relationship with sustained attention. Statistically significant results by age and grade were achieved before training, while at the end of the intervention only age had the same significance in the three age groups in relation to the mean RT. The results of the study suggest the need to continue exploring videogames in children at high risk of learning disorders.
ISSN:	0211-819X 2014-8801
DOI:	10.5565/rev/educar.1333