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Usability and Effects of a Combined Physical and Cognitive Intervention Based on Active Video Games for Preschool Children

Author

Listed:
  • Ze-Min Liu

    (Department of Educational Technology, Wenzhou University, Wenzhou 325035, China)

  • Chuang-Qi Chen

    (Department of Educational Technology, Wenzhou University, Wenzhou 325035, China)

  • Xian-Li Fan

    (Department of Preschool Education, Wenzhou University, Wenzhou 325035, China)

  • Chen-Chen Lin

    (Department of Preschool Education, Wenzhou University, Wenzhou 325035, China)

  • Xin-Dong Ye

    (Department of Educational Technology, Wenzhou University, Wenzhou 325035, China)

Abstract

Executive functions (EFs) are essential for early childhood development, and effective programs to improve EFs in preschool education are becoming increasingly crucial. There is rising evidence that combined physical–cognitive intervention training utilizing active video games (exergames) could be a viable strategy to improve EFs. However, there is a shortage of empirical evidence on the application of this approach in preschool education. The effectiveness of exergame intervention training in preschools must be evaluated. This study conducted a randomized controlled trial to assess the effects of exergames intervention training on preschool children’s EFs. A total of 48 participants aged 4–5 years were enrolled; 24 were randomly allocated to receive exergames physical activity training, and the remaining 24 received conventional physical activity training. After a four-week intervention, the children who received the exergames intervention training exhibited considerably greater gains in all three EFs tasks than children who received the conventional physical activity program. Follow-up interviews revealed that the children accepted the exergames well. The results demonstrate the viability of incorporating exergames into preschool education to improve children’s EFs, supporting prior findings and offering more empirical evidence from early childhood research.

Suggested Citation

  • Ze-Min Liu & Chuang-Qi Chen & Xian-Li Fan & Chen-Chen Lin & Xin-Dong Ye, 2022. "Usability and Effects of a Combined Physical and Cognitive Intervention Based on Active Video Games for Preschool Children," IJERPH, MDPI, vol. 19(12), pages 1-14, June.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:12:p:7420-:d:840790
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    References listed on IDEAS

    as
    1. Vannia Mehsen & Lilian Morag & Sergio Chesta & Kristol Cleaton & Héctor Burgos, 2021. "Hot Executive Function Assessment Instruments in Preschool Children: A Systematic Review," IJERPH, MDPI, vol. 19(1), pages 1-12, December.
    2. Federica Valeriani & Carmela Protano & Daniela Marotta & Giorgio Liguori & Vincenzo Romano Spica & Giuliana Valerio & Matteo Vitali & Francesca Gallè, 2021. "Exergames in Childhood Obesity Treatment: A Systematic Review," IJERPH, MDPI, vol. 18(9), pages 1-12, May.
    3. Irwin Andrés Ramírez-Granizo & José Luis Ubago-Jiménez & Gabriel González-Valero & Pilar Puertas-Molero & Silvia San Román-Mata, 2020. "The Effect of Physical Activity and the Use of Active Video Games: Exergames in Children and Adolescents: A Systematic Review," IJERPH, MDPI, vol. 17(12), pages 1-10, June.
    4. Falonn Contreras-Osorio & Iris Paola Guzmán-Guzmán & Enrique Cerda-Vega & Luis Chirosa-Ríos & Rodrigo Ramírez-Campillo & Christian Campos-Jara, 2022. "Effects of the Type of Sports Practice on the Executive Functions of Schoolchildren," IJERPH, MDPI, vol. 19(7), pages 1-17, March.
    5. Clarice Maria de Lucena Martins & Paulo Felipe Ribeiro Bandeira & Natália Batista Albuquerque Goulart Lemos & Thaynã Alves Bezerra & Cain Craig Truman Clark & Jorge Mota & Michael Joseph Duncan, 2020. "A Network Perspective on the Relationship between Screen Time, Executive Function, and Fundamental Motor Skills among Preschoolers," IJERPH, MDPI, vol. 17(23), pages 1-12, November.
    6. Jade McNeill & Steven J. Howard & Stewart A. Vella & Dylan P. Cliff, 2021. "Cross-Sectional Associations of Application Use and Media Program Viewing with Cognitive and Psychosocial Development in Preschoolers," IJERPH, MDPI, vol. 18(4), pages 1-14, February.
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