research-article

Cognitive games for children's Executive Functions Training with or without learning difficulties: an Overview

Authors:

Eleni Rachanioti,

Tharrenos Bratitsis,

Anastasia AlevriadouAuthors Info & Claims

DSAI '18: Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion

Pages 165 - 171

https://doi.org/10.1145/3218585.3218665

Published: 20 June 2018 Publication History

Abstract

Digital Cognitive Games are digital games that promote the performance of high-level cognitive activities involved in Executive functions, namely planning, working memory, attention, inhibition, self-monitoring, self regulation and initiation carried out by prefrontal areas of the frontal lobes. There is evidence that Executive Functions play an important role in learning during childhood. This issue becomes even more critical, when it concerns children with learning difficulties and research upon teaching interventions for enhancing their Executive Functions is carried out over the years. The past decade extremely positive beliefs have emerged regarding the use of Computer-assisted instruction in training Executive Functions. There is a plethora of software, online and mobile applications to claim that they improve the cognitive skills related to the Executive Functions in children and adults. This paper provides an overview of the purposeful approach underlying the utilization of Computer-assisted instruction and more specifically cognitive games in education as well as it presents the currently available online platforms/applications, which address children's population with or without learning difficulties and are supported by conducted scientific research.

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Cited By

Schmid AEhrler MWehrle FTuura RKretschmar OLandolt MLatal B(2023)Multimodal personalised executive function intervention (E-Fit) for school-aged children with complex congenital heart disease: protocol for a randomised controlled feasibility studyBMJ Open10.1136/bmjopen-2023-07334513:11(e073345)Online publication date: 9-Nov-2023
https://doi.org/10.1136/bmjopen-2023-073345
Rachanioti EAlevriadou ABratitsis TCharitaki G(2023)Stimulation of Executive Functions with Embedded Preliteracy Skills in High Ability Preschoolers: An Educational SoftwareResearch on E-Learning and ICT in Education10.1007/978-3-031-34291-2_12(195-220)Online publication date: 1-Jul-2023
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Rachanioti EAlevriadou ABratitsis TLaskaraki E(2022)The Relevance of the Early Childhood Executive Functions With Preliteracy LearningHandbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention10.4018/978-1-7998-9075-1.ch015(340-364)Online publication date: 18-Mar-2022
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Cognitive games for children's Executive Functions Training with or without learning difficulties: an Overview

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DSAI '18: Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion

June 2018

365 pages

ISBN:9781450364676

DOI:10.1145/3218585

Copyright © 2018 ACM.

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Published: 20 June 2018

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DSAI 2018: 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion

June 20 - 22, 2018

Thessaloniki, Greece

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https://doi.org/10.1136/bmjopen-2023-073345
Rachanioti EAlevriadou ABratitsis TCharitaki G(2023)Stimulation of Executive Functions with Embedded Preliteracy Skills in High Ability Preschoolers: An Educational SoftwareResearch on E-Learning and ICT in Education10.1007/978-3-031-34291-2_12(195-220)Online publication date: 1-Jul-2023
https://doi.org/10.1007/978-3-031-34291-2_12
Rachanioti EAlevriadou ABratitsis TLaskaraki E(2022)The Relevance of the Early Childhood Executive Functions With Preliteracy LearningHandbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention10.4018/978-1-7998-9075-1.ch015(340-364)Online publication date: 18-Mar-2022
https://doi.org/10.4018/978-1-7998-9075-1.ch015
Williams RAlikhademi KMunyaka IGilbert J(2022)MetaCogs: Mitigating Executive Dysfunction via Agent-based Modeling for Metacognitive Strategy DevelopmentACM Transactions on Accessible Computing10.1145/351425415:3(1-32)Online publication date: 8-Jul-2022
https://dl.acm.org/doi/10.1145/3514254
Hope Currin F(2022)Supporting Shy & Neurodivergent Children in Social PlayExtended Abstracts of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491101.3503800(1-6)Online publication date: 27-Apr-2022
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Hope Currin FDiederich KBlasi KDale Schmidt ADavid HPeterman KHourcade JRoussou MShahid SFails JLandoni M(2021)Supporting Shy Preschool Children in Joining Social PlayProceedings of the 20th Annual ACM Interaction Design and Children Conference10.1145/3459990.3460729(396-407)Online publication date: 24-Jun-2021
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Rachanioti EAlevriadou ABratitsis TLaskaraki E(2020)Cogni-PrelitEducation and Technology Support for Children and Young Adults With ASD and Learning Disabilities10.4018/978-1-7998-7053-1.ch010(189-207)Online publication date: 13-Nov-2020
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Currin FDiederich KBlasi KPeterman KHourcade JMirza-Babaei PMcArthur VVanden Abeele VBirk M(2020)Supporting Sociodramatic Play at the Individual LevelExtended Abstracts of the 2020 Annual Symposium on Computer-Human Interaction in Play10.1145/3383668.3419902(213-218)Online publication date: 2-Nov-2020
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Fastame MManca C(2020)The enhancement of visuospatial abilities through pencil-and-paper or computer-aided training: What is more effective in 7-year-old pupils?International Journal of School & Educational Psychology10.1080/21683603.2019.17106309:sup1(S1-S9)Online publication date: 6-Feb-2020
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