In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and acknowledged that the activity contributed with the exercise of their abilities. In general, this research contributed to reinforcing the importance of the diversification of methodological strategies which include the use of digital games in education.
<p>Este artigo tem o objetivo de avaliar as contribuições de intervenções com o uso de jogos digitais para o aprimoramento das funções executivas em crianças. A pesquisa realizada observa o desenho de um estudo quase-experimental de abordagem mista. Participaram do estudo 12 crianças com idade média de 10,75 anos, divididas em dois grupos. A avaliação foi realizada com base na aplicação de testes psicológicos antes e depois das intervenções com jogos digitais, comparam-se o desempenho entre o grupo que teve a intervenção gamificada e outro grupo não gamificada, e consideraram-se também as observações realizadas. Os resultados revelaram melhoras significativas no desempenho da atenção alternada, atenção dividida e inteligência geral. A gamificação das intervenções revelou contribuições para o maior engajamento das crianças e uma diferença moderada no tamanho do efeito que pode ser associada a melhoras nas funções executivas.</p>
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