Faculty of Psychology, Research Center on Cognitive Sciences, Universidad de Talca, Talca, Chile.
Research Center for Students Mental Health (ISME), Faculty of Education, Universidad de los Andes, Santiago, Chile.
Trials. 2022 Nov 9;23(1):936. doi: 10.1186/s13063-022-06875-9.
Evidence suggests that children from low-income families begin the preschool stage with less academic and non-academic skills development compared to higher-income families. There are several successful experiences of early stimulation of cognitive and social-emotional skills; however, there is scarce evidence of the effectiveness of a video game that incorporates the stimulation of these skills simultaneously. This study aims to evaluate the effectiveness of a video game in stimulating cognitive, emotional, and social competence skills in developing academic skills in socioeconomically disadvantaged preschool children.
A cluster-randomized controlled trial design will be used. A tablet-based video game that stimulates cognitive and socio-emotional skills to improve the development of academic skills is compared with a tablet-based game where students draw and paint with no explicit stimulation of cognitive and socio-emotional skills. Eighteen schools and 750 Chilean preschool students will be recruited. The effectiveness of the intervention will be assessed using a direct evaluation of children on literacy learning and pre-calculation skills at baseline, immediately after stimulation, and at 6, 12, 18, and 24 months post-intervention. The mediating effect of working memory, inhibitory control, emotion recognition, and prosocial behaviours will be assessed on the effectiveness of the intervention.
The proposed study will be the first to test the effectiveness of a tablet-based video game stimulating cognitive and social-emotional skills to improve academic skills in socioeconomically disadvantaged preschool children in Chile, controlling for gender, age (in months), mental health, and baseline conditions of stimulated skills.
ClinicalTrials.gov NCT05224700. Registered on February 2022.
有证据表明，与高收入家庭的孩子相比，来自低收入家庭的孩子在学前阶段的学术和非学术技能发展方面起步较慢。有一些成功的早期促进认知和社会情感技能的经验；然而，关于同时促进这些技能的视频游戏的有效性的证据很少。本研究旨在评估一款视频游戏在刺激认知、情感和社会能力技能方面的有效性，以促进社会经济劣势学前儿童的学术技能发展。
将采用集群随机对照试验设计。将比较一种基于平板电脑的视频游戏，该游戏刺激认知和社会情感技能，以提高学术技能的发展，以及一种基于平板电脑的游戏，学生在其中用画笔涂鸦，没有明确刺激认知和社会情感技能。将招募 18 所学校和 750 名智利学前儿童。将使用对儿童基线时的读写学习和前计算技能的直接评估、刺激后立即以及干预后 6、12、18 和 24 个月进行评估，来评估干预的有效性。将评估工作记忆、抑制控制、情绪识别和亲社会行为的中介效应，以评估干预的有效性。
拟议的研究将首次测试在智利社会经济劣势学前儿童中，基于平板电脑的视频游戏刺激认知和社会情感技能以提高学术技能的有效性，同时控制性别、年龄（以月为单位）、心理健康和刺激技能的基线条件。
ClinicalTrials.gov NCT05224700。于 2022 年 2 月注册。
