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Conectar Jugando: Board Games in Elementary Classrooms (6-12 Years Old) to Improve Executive Functions

NCT ID: NCT05143294

Last Updated: 2021-12-03

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

UNKNOWN

Clinical Phase

NA

Total Enrollment

1200 participants

Study Classification

INTERVENTIONAL

Study Start Date

2021-09-30

Study Completion Date

2022-04-30

Brief Summary

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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.

Detailed Description

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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.

Conditions

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Cognitive Change Child Development

Keywords

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executive function modern board games cognitive training school-age children

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Cluster RCT
Primary Study Purpose

PREVENTION

Blinding Strategy

SINGLE

Outcome Assessors

Study Groups

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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.

Group Type EXPERIMENTAL

Conectar Jugando Classroom Program

Intervention Type BEHAVIORAL

Modern Board Games Intervention in Elementary Classrooms

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.

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Conectar Jugando Classroom Program

Modern Board Games Intervention in Elementary Classrooms

Intervention Type BEHAVIORAL

Eligibility Criteria

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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
Minimum Eligible Age

5 Years

Maximum Eligible Age

13 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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Atención, Familia, Infancia, Mayores (AFIM21)

UNKNOWN

Sponsor Role collaborator

Mercurio Distribuciones

UNKNOWN

Sponsor Role collaborator

Brain In Game scientific-technical service

OTHER

Sponsor Role lead

Responsible Party

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Responsibility Role SPONSOR

Locations

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Faculty of Education, Psychology and Social Work; University of Lleida

Lleida, , Spain

Site Status

Countries

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Spain

References

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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.

Reference Type BACKGROUND
PMID: 25071617 (View on PubMed)

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.

Reference Type BACKGROUND
PMID: 29947142 (View on PubMed)

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.

Reference Type BACKGROUND
PMID: 20434470 (View on PubMed)

Other Identifiers

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NCT2021CJA

Identifier Type: -

Identifier Source: org_study_id