RT Journal Article
T1 Evaluation of the effects of a virtual intervention programme on cognitive flexibility, inhibitory control and basic math skills in childhood education
A1 Peralbo-Uzquiano, Manuel
A1 Fernández-Abella, Raquel
A1 Durán-Bouza, Montserrat
A1 Brenlla-Blanco, Juan-Carlos
A1 Cotos Yáñez, José Manuel
AB The main objective of this study was to analyze how the use of digital resources contributes to improving cognitive flexibility, inhibitory control and basic math skills in early childhood education. Ninety children, aged 5–6 years, were divided into three groups. One group received the intervention in paper and pencil format, another group received the same intervention in digital format, and a third was a non-treatment group. Executive functions were evaluated using the Eriksen flanker task, while basic mathematical skills were evaluated using the Test for Diagnosis Assessment of Mathematical Disabilities (TEDI-MATH). The results showed significant improvements in the two groups that received the intervention. However, there were no differences between the two modalities of intervention, except in the total reaction time for the tasks of inhibitory control. The group that received the intervention in digital format obtained shorter total reaction times. The data obtained support the idea that it is possible to improve executive functioning and basic math skills in early childhood education. However, it was the content and not the format of the tasks used that determined the observed changes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
PB Elsevier
SN 0360-1315
YR 2020
FD 2020-12-01
LK https://hdl.handle.net/10347/39469
UL https://hdl.handle.net/10347/39469
LA eng
NO Peralbo-Uzquiano, M., Fernández-Abella, R., Durán-Bouza, M., Brenlla-Blanco, J.-C., & Cotos-Yáñez, J.-M. (2020). Evaluation of the effects of a virtual intervention programme on cognitive flexibility, inhibitory control and basic math skills in childhood education. Computers & Education, 159, Article 104006. https://doi.org/10.1016/j.compedu.2020.104006
DS Minerva
RD 23 abr 2026