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Título: Can digital games in school improve attention? A study of Brazilian elementary school students
Autor(es): Ramos, DK (Ramos, Daniela Karine); Melo, HM (Melo, Hiago Murilo)
Fonte: JOURNAL OF COMPUTERS IN EDUCATION Volume: 6 Edição: 1 Edição especial: SI Páginas: 5-19 DOI: 10.1007/s40692-018-0111-3 Publicado: MAR
2019
Resumo: Several studies suggest that digital game routine can improve cognitive performance. Most of these studies are performed at laboratory setting and
the training occurs individually, while this study aims to evaluate the effect of digital game routine on attention performance of elementary school students.
Thirty students played digital games daily (15min) at the beginning of class for 6weeks, while a group of 41 students had the normal school routine. The
students' attention performance was assessed by the D2 test before and after the training period. A repeated measures ANOVA suggests that main effect of
period (pre and post comparison) has significant influence on D2 total score (F=39.43, p=0.0001), but the interaction between period and group shows that
training group has a greater improvement than control group (F=9.91, p=0.002). These findings suggest that the use of digital games in school routine can
enhance the cognitive improvement that is already obtained in the normal school routine, creating an enriched environment to stimulate students' cognitive
development.
Número de acesso: WOS:000462961100002
Identificados de autor:
Autor ResearcherID do Web of Science Número de ORCID

HM, MELO M-8054-2018 0000-0002-8152-7773
ISSN: 2197-9987
eISSN: 2197-9995
Registro 2 de 12
Título: Activating adolescents' "hot" executive functions in a digital game to train cognitive skills: The effects of age and prior abilities
Autor(es): Homer, BD (Homer, Bruce D.); Plass, JL (Plass, Jan L.); Rose, MC (Rose, Maya C.); MacNamara, AP (MacNamara, Andrew P.); Pawar, S (Pawar,
Shashank); Ober, TM (Ober, Teresa M.)
Fonte: COGNITIVE DEVELOPMENT Volume: 49 Páginas: 20-32 DOI: 10.1016/j.cogdev.2018.11.005 Publicado: JAN-MAR 2019
Resumo: Executive function (EF), critical for many developmental outcomes, emerge in childhood and continue developing into early adulthood (Blakemore
& Choudhury, 2006). During adolescence there are important developments in Hot EF, which involves using EF in emotionally salient contexts (Zelazo &
Carlson, 2012). The current study used an emotional design approach (Urn et al., 2012) to study hot EF in adolescents playing a digital game designed to train
the EF subskill of shifting. Participants (N = 233; aged 12-16, M = 13.8, SD = 1.1) played one of two version of the game: hot (with emotional design), or cool
(with more emotionally neutral design). There was a main effect of condition, with higher posttest scores on shifting in the hot condition. Condition
significantly interacted with age: older adolescents had better outcomes in the hot condition than in the cool condition. A three-way interaction between
age, prior EF and condition was found, indicating that the age by condition interaction was affected by prior EF. These results indicate that the higher
emotional arousal in the hot condition is more effective for enhancing EF skills, particularly for older adolescents, and argue for developing learning and
training games that account for developmental changes such as the growth of hot EF in adolescence.

Ober, Teresa 0000-0001-9698-9543
Rose, Maya 0000-0002-4078-2137
Homer, Bruce 0000-0002-1832-6784
Plass, Jan L. 0000-0001-5161-6989
ISSN: 0885-2014
eISSN: 1879-226X
Registro 3 de 12
Título: The effect of adaptive difficulty adjustment on the effectiveness of a game to develop executive function skills for learners of different ages
Autor(es): Plass, JL (Plass, J. L.); Homer, BD (Homer, B. D.); Pawar, S (Pawar, S.); Brenner, C (Brenner, C.); MacNamara, AP (MacNamara, A. P.)
Fonte: COGNITIVE DEVELOPMENT Volume: 49 Páginas: 56-67 DOI: 10.1016/j.cogdev.2018.11.006 Publicado: JAN-MAR 2019
Resumo: Research suggests that gains in executive function (EF) skills training are strongest when task difficulty increases progressively, yet findings on the
effectiveness of adaptive approaches for EF training are inconsistent. This study compared the effectiveness of an adaptive vs a non-adaptive version of a
digital game designed to train the EF sub-skill of shifting. Results showed increases in shifting skills for all learners between pretest and posttest measures,
with adolescents scoring higher than pre-adolescents and early adolescents on posttest measures. Data analysis uncovered a trend suggesting that the
adaptive treatment may be more effective than the non-adaptive treatment for adolescents. User logs showed that adaptivity helped customize players'
gameplay based on their performance, by making game play easier for younger learners, and making game play more difficult for older learners. Results
support the use of digital games to train EF for a broad range of learners.

Plass, Jan L. 0000-0001-5161-6989
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ISSN: 0885-2014
eISSN: 1879-226X
Registro 4 de 12
Título: Learning to Detect Cognitive Impairment through Digital Games and Machine Learning Techniques: A Preliminary Study
Autor(es): Valladares-Rodriguez, S (Valladares-Rodriguez, Sonia); Perez-Rodriguez, R (Perez-Rodriguez, Roberto); Fernandez-Iglesias, JM (Manuel Fernandez-
Iglesias, J.); Anido-Rifon, LE (Anido-Rifon, Luis E.); Facal, D (Facal, David); Rivas-Costa, C (Rivas-Costa, Carlos)
Fonte: METHODS OF INFORMATION IN MEDICINE Volume: 57 Edição: 4 Páginas: 197-207 DOI: 10.3414/ME17-02-0011 Publicado: SEP 2018
Resumo: Objective: Alzheimer's disease (AD) is one of the most prevalent diseases among the adult population. The early detection of Mild Cognitive
Impairment (MCI), which may trigger AD, is essential to slow down the cognitive decline process. Methods: This paper presents a suit of serious games that
aims at detecting AD and MCI overcoming the limitations of traditional tests, as they are time-consuming, affected by confounding factors that distort the
result and usually administered when symptoms are evident and it is too late for preventive measures. The battery, named Panoramix, assesses the main
early cognitive markers (i.e., memory, executive functions, attention and gnosias). Regarding its validation, it has been tested with a cohort study of 16
seniors, including AD, MCI and healthy individuals. Results: This first pilot study offered initial evidence about psychometric validity, and more specifically
about construct, criterion and external validity. After an analysis using machine learning techniques, findings show a promising 100% rate of success in
classification abilities using a subset of three games in the battery. Thus, results are encouraging as all healthy subjects were correctly discriminated from
those already suffering AD or MCI. Conclusions: The solid potential of digital serious games and machine learning for the early detection of dementia
processes is demonstrated. Such a promising performance encourages further research to eventually introduce this technique for the clinical diagnosis of
cognitive impairment.
ID PubMed: 30248709

Iglesias, Manuel Jose Fernandez I-1695-2013 0000-0003-4462-8724
Facal, David 0000-0001-6230-0090
Rivas Costa, Carlos 0000-0002-8179-7116
ISSN: 0026-1270
eISSN: 2511-705X
Registro 5 de 12
Título: Improving high school students' executive functions through digital game play
Autor(es): Homer, BD (Homer, Bruce D.); Plass, JL (Plass, Jan L.); Raffaele, C (Raffaele, Charles); Ober, TM (Ober, Teresa M.); Ali, A (Ali, Alisha)
Fonte: COMPUTERS & EDUCATION Volume: 117 Páginas: 50-58 DOI: 10.1016/j.compedu.2017.09.011 Publicado: FEB 2018
Resumo: Executive functions (EF), the skills required to plan, monitor and control cognitive processes, are linked to many important educational and
developmental outcomes. The Alien Game is a digital game developed to train the EF subskill of shifting. High school students (N = 82; age range 14-18 years;
average = 15.5 years) were asked to play the Alien Game for 20 min per week for 6 consecutive weeks. Two EF measures were administered before and after
this intervention: the Dimensional Change Card Sort (DCCS) task (a measure of shifting) and the Flanker task (a measure of inhibition). Students had a
significant pre- to posttest increase in DCCS, t (81) = 4.29, p < 0.001, d = 0.54, and Flanker, t (77) = 2.93, p = 0.004, d = 0.22. Controlling for pretest score, gains in
shifting were significantly predicted by a measure of game performance in the Alien Game. These findings provide evidence that the Alien Game is having the
intended effect of improving EF, and argue that video games can be effective tools for training cognitive skills when they are explicitly designed for this
purpose and when a rigorous design approach is used. (C) 2017 Elsevier Ltd. All rights reserved.

Plass, Jan L. H-8435-2019 0000-0001-5161-6989
Ober, Teresa 0000-0001-9698-9543
Homer, Bruce 0000-0002-1832-6784
ISSN: 0360-1315
eISSN: 1873-782X
Registro 6 de 12
Título: Cognitive games for children's Executive Functions Training with or without learning difficulties: an Overview
Autor(es): Rachanioti, E (Rachanioti, Eleni); Bratitsis, T (Bratitsis, Tharrenos); Alevriadou, A (Alevriadou, Anastasia)
Autor(es) grupo de livros: ACM
Fonte: PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON SOFTWARE DEVELOPMENT AND TECHNOLOGIES FOR ENHANCING ACCESSIBILITY AND
FIGHTING INFO-EXCLUSION (DSAI 2018) Páginas: 165-171 DOI: 10.1145/3218585.3218665 Publicado: 2018
Resumo: 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.

Título da conferência: 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-Exclusion
(DSAI)a
Data da conferência: JUN 20-22, 2018
Local da conferência: Aristotle Univ Thessaloniki, Thessaloniki, GREECE
Patrocinadores da conferência: Assoc Comp Machinery, ACM, Special Interest Grp Accessible Comp
Anfitrião da conferência: Aristotle Univ Thessaloniki
ISBN: 978-1-4503-6467-6
Registro 7 de 12
Título: Digital game-based education for Syrian refugee children: Project Hope
Autor(es): Sirin, S (Sirin, Selcuk); Plass, JL (Plass, Jan L.); Homer, BD (Homer, Bruce D.); Vatanartiran, S (Vatanartiran, Sinem); Tsai, T (Tsai, Tzuchi)
Fonte: VULNERABLE CHILDREN AND YOUTH STUDIES Volume: 13 Edição: 1 Edição especial: SI Páginas: 7-18 DOI:
10.1080/17450128.2017.1412551 Publicado: 2018
Resumo: Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was
the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school
in Turkey, partly as a result of language barriers, and that about half suffer from Post-traumatic stress disorder (PTSD) and/or depression. The present study
was designed as an innovative intervention using an online, game-based learning intervention for refugee children, named Project Hope. Data gathered from
a controlled field experiment show significant improvements in Turkish language acquisition, coding, executive functioning and overall sense of
hopefulness. Implications for policy, practice and research are discussed.

Sirin, Selcuk Q-8045-2019
Plass, Jan L. H-8435-2019 0000-0001-5161-6989
Homer, Bruce 0000-0002-1832-6784
ISSN: 1745-0128
eISSN: 1745-0136
Registro 8 de 12
Título: Towards development of criteria for stimulation of cognitive flexibility through digital games: Empirically founded contributions
Autor(es): Cervigni, M (Cervigni, Mauricio); Bruno, F (Bruno, Franco); Alfonso, G (Alfonso, Guillermo)
Fonte: REVISTA ARGENTINA DE CIENCIAS DEL COMPORTAMIENTO Volume: 8 Edição: 3 Páginas: 72-81 Publicado: 2016
Resumo: Stimulation of executive functions (EF) using digital games is a practice that has experienced significant growth in different areas. In view of the
objective pursued, it is necessary to have clear criteria for selecting the software to use. This article focuses on a correlational study between different FE
transversely evaluated in a pediatric population (N=40) of the second degree of elementary education in the city of Rosario (Argentina). It intends to organize
the data obtained with current theoretical models looking selection criteria applicable to the stimulation of cognitive flexibility videogames. Significant,
altought moderate, correlations were found between this function and attention, memory and inhibitory control; links that underlie the lines suggested in
the discussion.
ISSN: 1852-4206
Registro 9 de 12
Título: Serial Sequence Learning on Digital Games
Autor(es): Adams, E (Adams, Eduardo); Schuh, A (Schuh, Anderson); Campos, MD (Campos, Marcia de Borba); Barbosa, D (Barbosa, Debora); Mossmann, JB
(Mossmann, Joao Batista)
Editado por: Schmorrow DD; Fidopiastis CM
Fonte: Foundations of Augmented Cognition: Neuroergonomics and Operational Neuroscience, Pt II Série de livros: Lecture Notes in Artificial
Intelligence Volume: 9744 Páginas: 277-284 DOI: 10.1007/978-3-319-39952-2_27 Publicado: 2016
Resumo: The execution of sequential tasks tightly bound to the daily lives of people. Being possible to identify it during the keyboard typing, creating
sequences of actions on the steering wheel or even playing a musical instrument. Researches shows is possible use the sequence learning as an executive
function training. Which is considered essential skills for fiscal and mental health, life and scholar success, in addiction of the cognitive, social and
psychological development. Other possible way to train executive functions is the use of digital games. In this context, in this work was developed a
prototype of a digital game that permits a player to train the executive function working memory. The game permits the player to interact with a serial
sequence, while his reaction time are collected for the progress evaluate during a match.
Título da conferência: 10th International Conference on Foundations of Augmented Cognition (AC) held as part of 18th International Conference on Human-
Computer Interaction (HIC International)
Data da conferência: JUL 17-22, 2016
Local da conferência: Toronto, CANADA

Barbosa, Debora G-5861-2013 0000-0001-8107-8675
ISSN: 0302-9743
ISBN: 978-3-319-39952-2; 978-3-319-39951-5

Registro 10 de 12
Título: Digital Gaming for Improving the Functioning of People With Traumatic Brain Injury: Protocol of a Feasibility Study
Autor(es): Valimaki, M (Valimaki, Maritta); Korkeila, J (Korkeila, Jyrki); Kauppi, K (Kauppi, Kaisa); Kaakinen, JK (Kaakinen, Johanna K.); Holm, S (Holm, Suvi);
Vahlo, J (Vahlo, Jukka); Tenovuo, O (Tenovuo, Olli); Hamalainen, H (Hamalainen, Heikki); Sarajuuri, J (Sarajuuri, Jaana); Rantanen, P (Rantanen, Pekka);
Orenius, T (Orenius, Tage); Koponen, A (Koponen, Aki)
Fonte: JMIR RESEARCH PROTOCOLS Volume: 5 Edição: 1 Número do artigo: UNSP e6 DOI: 10.2196/resprot.4841 Publicado: JAN-MAR 2016
Resumo: Background: Traumatic brain injury (TBI) is a critical public health problem. The recovery process for people with TBI is typically slow and
dependent on complex and intensive assisted rehabilitation programs.
Objective: To evaluate the effects and feasibility of digital games for cognitive functioning and general well-being among people with traumatic brain injury.
Methods: This is a single-site feasibility study conducted in Finland, which uses a pragmatic, randomized controlled trial with three arms, and will recruit
patients from the Turku University Hospital, Division of Clinical Neurosciences in Finland. Participants must meet the following inclusion criteria: (1) a Finnish
speaking adult, aged 18-65 years; (2) diagnosed with a traumatic brain injury (diagnostic criteria ICD-10, S06. X, T90.5) in the University Hospital; (3) access to
a TV, a computer, and the Internet at home; (4) not an active digital gamer (5 hours or less a week); (5) willing to participate in the study. Participants must
have been discharged from the neurologic treatment period for traumatic brain injury for over 12 months before the commencement of the trial, and they
may not have actively participated in cognitive rehabilitation during the 3 months prior to the trial. Written informed consent will be mandatory for
acceptance into the trial. Exclusion criteria are as follows: (1) sensory, cognitive, or physical impairment (eg, severe cognitive impairment); (2) a deficiency
restricting the use of computers or computer game control system unaided (eg, impairment in vision, severe astigmatism, hemiplegia, disorder in
visuospatial perception, dysfunction of the central vestibular system); (3) apathy identified in previous neuropsychological evaluations; (4) diagnosed severe
mental disorders (eg, schizophrenia or severe depressive disorders to be identified in medical records as the secondary diagnosis).
Results: The preparatory phase for the study is fulfilled. Recruitment started in June 2015 and finished November 2015. Results will be reported in 2016.
Conclusions: The specific outcomes such as primary outcome measures were selected because they are widely used psychological tests and thought to be
sensitive to changes in the cognitive functions related to TBI.
ID PubMed: 26860741

Valimaki, Maritta A E-7092-2017 0000-0001-7234-2454
Mishina, Kaisa 0000-0003-1489-1433
Vahlo, Jukka 0000-0001-5835-5945
Rantanen, Pekka 0000-0001-5816-7266
Holm, Suvi 0000-0002-0885-3281
ISSN: 1929-0748
Registro 11 de 12
Título: Towards an Understanding of the Relationship Between Executive Functions and Learning Outcomes from Serious Computer Games
Autor(es): Boyle, J (Boyle, James); Boyle, EA (Boyle, Elizabeth A.)
Editado por: DeGloria A
Fonte: GAMES AND LEARNING ALLIANCE Série de livros: Lecture Notes in Computer Science Volume: 8605 Páginas: 187-199 DOI: 10.1007/978-3-319-12157-
4_15 Publicado: 2014
Resumo: There is accumulating evidence that playing games leads to a range of cognitive and perceptual advantages. In addition there has been speculation
that digital games can support higher level thinking. In this paper we propose that viewing these gains from the perspective of executive functions can help
to provide a more coherent approach to understanding the cognitive benefits of playing games. Executive functions refer to a range of higher level cognitive
processes that regulate, control and manage other cognitive processes. Three models are considered: Baddeley's model of working memory [1], and two
models of executive functions, that of Anderson [2], and that of Diamond [3]. The implications for serious games research and games design and for future
research are considered.
Título da conferência: 2nd International Conference on Games and Learning Alliance (GALA)
Data da conferência: OCT 23-25, 2013
Local da conferência: Dassault Syst, Paris, FRANCE
Anfitrião da conferência: Dassault Syst
ISSN: 0302-9743
eISSN: 1611-3349
ISBN: 978-3-319-12157-4; 978-3-319-12156-7
Registro 12 de 12
Título: Empowering Children With ADHD Learning Disabilities With the Kinems Kinect Learning Games
Autor(es): Retalis, S (Retalis, Symeon); Korpa, T (Korpa, Terpsi); Skaloumpakas, C (Skaloumpakas, Chistos); Boloudakis, M (Boloudakis, Michalis); Kourakli, M
(Kourakli, Maria); Altanis, I (Altanis, Ioannis); Siameri, F (Siameri, Foteini); Papadopoulou, P (Papadopoulou, Pinelopi); Lytra, F (Lytra, Fenia); Pervanidou, P
(Pervanidou, Panagiota)
Editado por: Busch C
Fonte: PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2 Série de livros: Proceedings of the
European Conference on Games-Based Learning Páginas: 469-477 Publicado: 2014
Resumo: The recent trend in digital games is tightly linked to the natural user interaction technologies that make use of the affordances of sensors like the
Microsoft Kinect camera. The Kinect camera detects user's body movements and gestures, which means that the full body becomes the controller. Lately,
there is a tremendous interest in developing Kinect educational games. In this paper, we present the innovative Kinems learning games which have been
developed for helping children with learning disabilities such as autism, dyspraxia and ADHD improve their skills. The paper contains the outcomes of a
recent study, which was to investigate and measure the Kinems learning effectiveness. The research hypotheses were examined through an educational
intervention that lasted about one month and was implemented with 11 children with ADHD of 4-8 years old. The study was conducted at the premises of the
ADHD unit of the children's university hospital in Athens, Greece. The statistical analysis of pre & post tests showed children' statistical significance
improvement of their "Non-verbal intelligence". Furthermore, the results of an in-depth examination of learning and kinetic analysis of children's interaction
that showed improvement of their executive functions and cognitive skills. Finally, based on the qualitative comments made by the behavior analysts and
researchers, interest and the level children's motivation was high.
Título da conferência: 8th European Conference on Games Based Learning (ECGBL)
Data da conferência: OCT 09-10, 2014
Local da conferência: Univ Appl Sci, Res & Training Ctr Culture & Comp Sci, Berlin, GERMANY
Anfitrião da conferência: Univ Appl Sci, Res & Training Ctr Culture & Comp Sci
ISSN: 2049-0992
eISSN: 2049-100X
ISBN: 978-1-910309-57-5
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