Rymarczyk Krystyna, Makowska Iwona, Hyniewska Sylwia
Department of Biological Psychology, Faculty of Psychology, SWPS University in Warsaw, 03-815 Warsaw, Poland.
Independent Researcher, 03-815 Warsaw, Poland.
Children (Basel). 2024 Dec 6;11(12):1489. doi: 10.3390/children11121489.
BACKGROUND/OBJECTIVES: Considering the importance of physical activity on the development of cognitive functions in children, the aim of this study was to assess the effects of a ten-week training program using the Interactive Floor device (© Funtronic), i.e., a kinesthetic educational game, and aerobic activity training on executive functions in 9-year-old children. Given current knowledge of the advantages of gamification and on-task switching, stronger improvement was expected for the Interactive Floor device than aerobic exercise activities.
Sixty-four children (29 boys/35 girls) were randomly assigned to the Interactive Floor (n = 22), Aerobic Training (n = 22), or Control groups (n = 20). The participants had their cognitive abilities assessed twice (pre- and post-intervention) using computer tests from the Vienna Test System (VTS) and subtests from the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V). From VTS, the Stroop Test was used to measure inhibition and attentional control, while the Corsi Block test assessed visuospatial short-term working memory. To assess auditory working memory, the Digit Span subtest from the WISC-V was applied. Additionally, fluid intelligence was estimated using Raven's Progressive Matrices.
Repeated-measures mixed ANOVA and post hoc tests with Bonferroni correction for multiple comparisons showed that all intervention program groups improved in terms of intelligence and non-verbal abstract reasoning. The second significant finding in this study was that especially children from the Interactive Floor group developed their executive functions, i.e., inhibition and attentional control as well as their spatial short-term memory capacity.
The results suggest that a combination of both physical exercise and cognitive games in the Interactive Floor group resulted in greater improvement in cognitive abilities in children than aerobic exercise or physical education lessons. It seems that a multidisciplinary approach combining physical and cognitive stimulation effectively promotes child development. Future programs aiming to improve cognitive skills in children should consider incorporating interactive and engaging activities that stimulate both the body and the mind.
背景/目的：鉴于身体活动对儿童认知功能发展的重要性，本研究旨在评估一项为期十周的训练计划的效果，该计划使用互动地板设备（©Funtronic），即一种动觉教育游戏，以及有氧运动训练对9岁儿童执行功能的影响。鉴于目前对游戏化和任务切换优势的认识，预计互动地板设备比有氧运动活动能带来更强的改善效果。
64名儿童（29名男孩/35名女孩）被随机分配到互动地板组（n = 22）、有氧训练组（n = 22）或对照组（n = 20）。参与者在干预前后两次使用维也纳测试系统（VTS）的计算机测试和韦氏儿童智力量表第五版（WISC-V）的子测试来评估他们的认知能力。从VTS中，使用斯特鲁普测试来测量抑制和注意力控制，而科尔西方块测试评估视觉空间短期工作记忆。为了评估听觉工作记忆，应用了WISC-V的数字广度子测试。此外，使用瑞文渐进矩阵估计流体智力。
重复测量混合方差分析和采用邦费罗尼校正进行多重比较的事后检验表明，所有干预计划组在智力和非语言抽象推理方面都有所改善。本研究的第二个重要发现是，特别是互动地板组的儿童发展了他们的执行功能，即抑制和注意力控制以及他们的空间短期记忆能力。
结果表明，互动地板组中体育锻炼和认知游戏的结合比有氧运动或体育课能使儿童的认知能力有更大的提高。似乎将身体和认知刺激相结合的多学科方法能有效地促进儿童发展。未来旨在提高儿童认知技能的计划应考虑纳入既能刺激身体又能刺激大脑的互动和引人入胜的活动。
