Evaluation of intervention with electronic games upon cognitive processes of elementary school students in a Brazilian state-run school: the role of sleep

Abstract

The shortcomings of public schools affect the academic performance of the student. Cognitive stimulation using electronic games has shown positive results, especially by improving performance of the visuo-spatial cognitive processes, working memory, and attention. However, variables such as bedtime, sleep duration, and sleep regularity are important factors that can also affect performance at these processes. We aimed to analyze the relationship between intervention with games and cognitive processes in elementary school students, and the role played by sleep in any changes. The sample consisted of 42 students (age: mean = 10.0, SD = 1.5 years) and an experimental group (n = 21, of similar age). The experimental group participated in an intervention using the game Safari, which stimulates working memory; the control group was required to reproduce works of art with the software Paint. The participants completed the Wechsler Intelligence Scale for Children before and after the intervention, and their parents completed a 30-day sleep diary. The results revealed that the performance of the experimental group in visuo-spatial skills and executive skills improved after the intervention, and their performance at Safari increased significantly. The experimental group also showed significant correlations between sleep variables and visuo-spatial ability and attention. Our data showed that the observed improvement in visuo-spatial ability may have been influenced by the measured association between bedtime/sleep duration and performance.

Keywords:

• sleep quality
• visuo-spatial awareness
• memory working
• attention
• intervention

Disclosure statement

No potential conflict of interest was reported by the authors.