Jogos Digitais como Mediadores da Estimulação das Funções Executivas no Contexto Escolar
Resumo
As Funções Executivas são um grupo de habilidades cognitivas que orientam o comportamento dos indivíduos para realização de objetivos, além de serem relacionadas à regulação e controle dos pensamentos, emoções e inibição de tendências comportamentais. Investigações demonstram que é possível trabalhar especificamente com a estimulação de componentes das Funções Executivas, de modo que indivíduos possam obter ganhos cognitivos, promovendo benefícios em diversas áreas da vida. A estimulação tem maior potencial benéfico quando ocorre na infância e juventude, de maneira especial no ambiente escolar. Os jogos digitais se constituem de um artefato cultural presente na vida de crianças e adolescentes, e cada vez mais utilizados em processos educativos. Portanto, são necessárias investigações baseadas em evidências robustas acerca da estimulação cognitiva através do uso de jogos digitais no contexto escolar, dadas as consequências benéficas do amadurecimento cognitivo saudável na vida adulta. Este artigo apresenta os desafios na área do desenvolvimento e uso jogos digitais voltados à estimulação das Funções Executivas em aplicações com crianças e adolescentes, bem como a avaliação dos resultados de aplicações no contexto escolar.
Palavras-chave:
funções executivas, jogos digitais, estimulação cognitiva, neuropsicologia, intervenção neuropsicológica
Referências
A. Diamond, “Executive functions,” An. Rev. of Psychol., vol. 64, pp. 135–168, 2013, doi: 10.1146/annurev-psych-113011-143750.
N. P. Friedman and A. Miyake, “Unity and diversity of executive functions: Individual differences as a window on cognitive structure,” Cortex, vol. 86, pp. 186-204, May. 2017, doi: 10.1016/j.cortex.2016.04.023.
A. Diamond and K. Lee, “Interventions shown to aid Executive Function development in children 4 to 12 years old,” Sci., vol. 333, pp. 959–964, Aug. 2011, doi: 10.1126/science.1204529.
A. Staiano and S. Calvert, “Exergames for physical education courses: Physical, social, and cognitive benefits,” Child Dev. Perspect., vol. 5, no. 2, pp. 93-98, Jun. 2011, doi: 10.1111/j.1750-8606.2011.00162.x.
G. J. Duncan et al., “School readiness and later achievement,” Dev. Psychol., vol. 43, no. 6, pp. 1428 –1446, Nov. 2007, doi: 10.1037/0012-1649.43.6.1428.
M. B. Jurado and M. Rosselli, “The elusive nature of executive functions: a review of our current understanding,” Neuropsychol Rev., vol. 17, no. 3, pp. 213-233, Sep. 2007, doi: 10.1007/s11065-007-9040-z.
H. Conklin et al., “Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development,” Dev. Neuropsychol., vol. 31, no. 1, pp. 103-128, 2007, doi: 10.1207/s15326942dn3101_6.
A. Bernier, S. Carlson and N. Whipple, “From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning,” Child Dev., vol. 81, no. 1, pp. 326-339, Feb. 2010, doi: 10.1111/j.1467-8624.2009.01397.x.
A. Diamond and D. Ling, “Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory,” in Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development, J. Novick, M.F. Bunting, M.R. Dougherty and R. W. Engle, Eds., New York, NY, USA: Oxford Univ. Press, 2020, pp. 143–431.
G. Fairchild et al.,” Decision making and executive function in male adolescents with early-onset or adolescence-onset conduct disorder and control subjects,” Biol. Psychiatry, vol. 66, no. 2, pp. 162–168, Jul. 2009, doi: 10.1016/j.biopsych.2009.02.024.
R. Penadés et al., “Impaired response inhibition in obsessive compulsive disorder,” Eur. Psychiatry, vol. 22, no. 6, pp. 404–410, Sep. 2007, doi: 10.1016/j.eurpsy.2006.05.001.
J. Tavares et al., “Distinct profiles of neurocognitive function in unmedicated unipolar depression and bipolar II depression,” Biol. Psychiatry, vol. 62, no. 8, pp. 917–924, Oct. 2007, doi: 10.1016/j.biopsych.2007.05.034.
W. Fosco et al., “Inhibitory control and information processing in ADHD: Comparing the dual task and performance adjustment hypotheses,” J. of Abnorm. Child Psychol., vol. 47, no. 6, pp. 961-974, Jun. 2019, doi: 10.1007/s10802-018-0504-9.
G. Salum et al., “Specificity of basic information processing and inhibitory control in attention deficit hyperactivity disorder,” Psychol. Med., vol. 44, no. 3, pp. 617–631, Feb. 2014, doi: 10.1017/S0033291713000639.
S. Christ, D. Holt, D. White, and L. Green, “Inhibitory control in children with autism spectrum disorder,” J. Autism Dev. Disord., vol. 37, no. 6, pp. 1155-1165, Jul. 2007, doi: 10.1007/s10803-006-0259-y.
S. Dalsgaard et al., “Mortality in children, adolescents, and adults with attention deficit hyperactivity disorder: a nationwide cohort study,” Lancet, v. 385, no. 9983, pp. 2190–2196, May 2015, doi: 10.1016/S0140-6736(14)61684-6.
H. Gonçalves et al., “Funções executivas predizem o processamento de habilidades básicas de leitura, escrita e matemática?,” Neuropsicol. Latinoamericana, vol. 9, no. 3, pp. 42-54, Dec. 2017, doi: 10.5579/rnl.2016.0393.
M. Christopher et al., “Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis,” J. Exp. Psychol. Gen., vol. 141, no. 3, pp. 470-488, Aug. 2012, doi: 10.1037/a0027375.
S. Monette, M. Bigras and M. Guay, "The role of the executive functions in school achievement at the end of Grade 1," J. Exp. Child Psychol., v. 109, no. 2, pp. 158-173, Jun. 2011, doi: https://doi.org/10.1016/j.jecp.2011.01.008.
S. W. M. Toll et al., “Executive functions as predictors of math learning disabilities,” J. Learn. Disabil., vol. 44, no. 6, pp. 521-532, Dec. 2011, doi: 10.1177/0022219410387302.
E. Borella, B. Carretti and S. Pelegrina, “The specific role of inhibition in reading comprehension in good and poor comprehenders,” J. Learn. Disabil., vol. 43, no. 6, pp. 541–552, Dec. 2010, doi: 10.1177/0022219410371676.
H. Miller and J. C. Beaver, “Self-control and health outcomes in a nationally representative sample,” Am. J. Health Behav., vol. 35, no. 1, pp. 15-27, Feb. 2011, doi: 10.5993/ajhb.35.1.2.
T. E. Moffitt et al., “A gradient of childhood self-control predicts health, wealth, and public safety,” Proc. Nat. Acad. Sci. USA, vol. 108, no. 7, pp. 2693-2698, Feb. 2011, doi: https://doi.org/10.1073/pnas.1010076108.
V. T. Cruz et al., “A rehabilitation tool designed for intensive web-based cognitive training: Description and usability study,”. JMIR Res. Protoc., vol. 2, no. 2, pp. e59, Dec. 2013, doi: 10.2196/resprot.2899.
C. Cardoso et al., “Neuropsychological stimulation of executive functions in children with typical development: a systematic review,” Appl. Neuropsychol. Child, vol. 7, no. 1, pp. 61-81, Mar. 2018, doi: 10.1080/21622965.2016.1241950.
T. Klingberg et al., “Computerized training of working memory in children with ADHD - A randomized, controlled trial,” J. Am. Acad. Child Adolesc. Psychiatry., vol. 44, no. 2, pp. 177-186, Feb. 2005, doi: 10.1097/00004583-200502000-00010.
M. Mansur-Alves and R. Saldanha-Silva, “Does Working Memory Training Promote Changes in Fluid Intelligence?,” Temas Psicol., vol. 25, no. 2, pp. 787-807, Jun. 2017, doi: 10.9788/TP2017.2-19En.
M. M. Mcclelland et al., “Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills,” Dev. Psychol., vol. 43, no. 4, pp. 947, Jul. 2007, doi: 10.1037/0012-1649.43.4.947.
J. Best and P. H. Miller, “A developmental perspective on executive function,” Child Dev., vol. 81, no. 6, pp. 1641-1660, Nov. 2010, doi: 10.1111/j.1467-8624.2010.01499.x.
A. Diamond and D. Ling, “Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not,” Dev. Cogn. Neurosci., vol. 18, pp. 34 – 48, Apr. 2016, doi: 10.1016/j.dcn.2015.11.005.
C. León et al., “Funções executivas e desempenho escolar em crianças de 6 a 9 anos de idade,” Rev. Psicopedagogia, vol. 30, no. 92, pp. 113-120, Jul.2013.
S. Carlson, L. Moses and L. Claxton, “Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability,” J. Exp. Child Psychol., vol. 87, no. 4, pp. 299-319, Apr. 2004, doi: 10.1016/j.jecp.2004.01.002.
C. Hughes and R. Ensor, “Executive function and theory of mind: Predictive relations from ages 2 to 4,”. Dev. Psychol., vol. 43, no. 6, pp. 1447, Nov. 2007, 10.1037/0012-1649.43.6.1447.
R. Bull, K. A. Espy and S. A. Wiebe, “Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years,” Dev. Neuropsychol., vol. 33, no. 3, pp. 205-228, 2008, doi: 10.1080/87565640801982312.
J. A. Welsh et al., “The development of cognitive skills and gains in academic school readiness for children from low-income families,” J. Educ. Psychol., vol. 102, no. 1, pp. 43-53, Feb. 2010, doi: 10.1037/a0016738.
Z. K. Takacs and R. Kassai, “The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses,” Psychol. Bull., vol. 145, no. 7, pp. 653-697, 2019, doi: 10.1037/bul0000195.
B. Cerqueira et al., “Inhibitory control stimulation in elementary school children through digital games: A systematic mapping study,” App. Neuropsychol. Child, pp. 1-12, Nov. 2020, doi: 10.1080/21622965.2020.1843040.
J. Holmes, S. Gathercole and D. Dunning, “Adaptive training leads to sustained enhancement of poor working memory in children,” Dev. Sci., vol. 12, no. 4, pp. F9-15, Jul. 2009, doi: 10.1111/j.1467-7687.2009.00848.x.
S. Dovis et al., “Improving executive functioning in children with adhd: training multiple executive functions within the context of a computer game. a randomized double-blind placebo-controlled trial,” PloS One, vol. 10, no. 4, Apr. 2015, doi: 10.1371/journal.pone.0121651.
M. Melby-Lervåg and C. Hulme, “Is working memory training effective? A meta-analytic review,” Dev. Psychol., vol. 49, no. 2, pp. 270, Feb. 2013, doi: 10.1037/a0028228.
A. Eichenbaum, D. Bavelier and C. Green, “Fundamental questions surrounding efforts to improve cognitive function through video game training,” in Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development, J. Novick, M.F. Bunting, M.R. Dougherty and R. W. Engle, Eds., New York, NY, USA: Oxford Univ. Press, 2020, pp. 432–454.
J. Mossmann et al., “The Planning of Difficulty Curves in an Exergame for Inhibitory Control stimulation in a school intervention program: a pilot study,” Front. Psychol., vol. 10, pp. 2271, Oct. 2019, doi: 10.3389/fpsyg.2019.02271.
R. P. Fonseca, G. C. Sganzerla and L. V. Enéas, “Fechamento das escolas na pandemia de COVID-19: Impacto socioemocional, cognitivo e de aprendizagem,” Debat. Psiquiat., vol. 10, no. 4, pp. 28-37, 2020, doi: 10.25118/2763-9037.2020.v10.23.
N. P. Friedman and A. Miyake, “Unity and diversity of executive functions: Individual differences as a window on cognitive structure,” Cortex, vol. 86, pp. 186-204, May. 2017, doi: 10.1016/j.cortex.2016.04.023.
A. Diamond and K. Lee, “Interventions shown to aid Executive Function development in children 4 to 12 years old,” Sci., vol. 333, pp. 959–964, Aug. 2011, doi: 10.1126/science.1204529.
A. Staiano and S. Calvert, “Exergames for physical education courses: Physical, social, and cognitive benefits,” Child Dev. Perspect., vol. 5, no. 2, pp. 93-98, Jun. 2011, doi: 10.1111/j.1750-8606.2011.00162.x.
G. J. Duncan et al., “School readiness and later achievement,” Dev. Psychol., vol. 43, no. 6, pp. 1428 –1446, Nov. 2007, doi: 10.1037/0012-1649.43.6.1428.
M. B. Jurado and M. Rosselli, “The elusive nature of executive functions: a review of our current understanding,” Neuropsychol Rev., vol. 17, no. 3, pp. 213-233, Sep. 2007, doi: 10.1007/s11065-007-9040-z.
H. Conklin et al., “Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development,” Dev. Neuropsychol., vol. 31, no. 1, pp. 103-128, 2007, doi: 10.1207/s15326942dn3101_6.
A. Bernier, S. Carlson and N. Whipple, “From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning,” Child Dev., vol. 81, no. 1, pp. 326-339, Feb. 2010, doi: 10.1111/j.1467-8624.2009.01397.x.
A. Diamond and D. Ling, “Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory,” in Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development, J. Novick, M.F. Bunting, M.R. Dougherty and R. W. Engle, Eds., New York, NY, USA: Oxford Univ. Press, 2020, pp. 143–431.
G. Fairchild et al.,” Decision making and executive function in male adolescents with early-onset or adolescence-onset conduct disorder and control subjects,” Biol. Psychiatry, vol. 66, no. 2, pp. 162–168, Jul. 2009, doi: 10.1016/j.biopsych.2009.02.024.
R. Penadés et al., “Impaired response inhibition in obsessive compulsive disorder,” Eur. Psychiatry, vol. 22, no. 6, pp. 404–410, Sep. 2007, doi: 10.1016/j.eurpsy.2006.05.001.
J. Tavares et al., “Distinct profiles of neurocognitive function in unmedicated unipolar depression and bipolar II depression,” Biol. Psychiatry, vol. 62, no. 8, pp. 917–924, Oct. 2007, doi: 10.1016/j.biopsych.2007.05.034.
W. Fosco et al., “Inhibitory control and information processing in ADHD: Comparing the dual task and performance adjustment hypotheses,” J. of Abnorm. Child Psychol., vol. 47, no. 6, pp. 961-974, Jun. 2019, doi: 10.1007/s10802-018-0504-9.
G. Salum et al., “Specificity of basic information processing and inhibitory control in attention deficit hyperactivity disorder,” Psychol. Med., vol. 44, no. 3, pp. 617–631, Feb. 2014, doi: 10.1017/S0033291713000639.
S. Christ, D. Holt, D. White, and L. Green, “Inhibitory control in children with autism spectrum disorder,” J. Autism Dev. Disord., vol. 37, no. 6, pp. 1155-1165, Jul. 2007, doi: 10.1007/s10803-006-0259-y.
S. Dalsgaard et al., “Mortality in children, adolescents, and adults with attention deficit hyperactivity disorder: a nationwide cohort study,” Lancet, v. 385, no. 9983, pp. 2190–2196, May 2015, doi: 10.1016/S0140-6736(14)61684-6.
H. Gonçalves et al., “Funções executivas predizem o processamento de habilidades básicas de leitura, escrita e matemática?,” Neuropsicol. Latinoamericana, vol. 9, no. 3, pp. 42-54, Dec. 2017, doi: 10.5579/rnl.2016.0393.
M. Christopher et al., “Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis,” J. Exp. Psychol. Gen., vol. 141, no. 3, pp. 470-488, Aug. 2012, doi: 10.1037/a0027375.
S. Monette, M. Bigras and M. Guay, "The role of the executive functions in school achievement at the end of Grade 1," J. Exp. Child Psychol., v. 109, no. 2, pp. 158-173, Jun. 2011, doi: https://doi.org/10.1016/j.jecp.2011.01.008.
S. W. M. Toll et al., “Executive functions as predictors of math learning disabilities,” J. Learn. Disabil., vol. 44, no. 6, pp. 521-532, Dec. 2011, doi: 10.1177/0022219410387302.
E. Borella, B. Carretti and S. Pelegrina, “The specific role of inhibition in reading comprehension in good and poor comprehenders,” J. Learn. Disabil., vol. 43, no. 6, pp. 541–552, Dec. 2010, doi: 10.1177/0022219410371676.
H. Miller and J. C. Beaver, “Self-control and health outcomes in a nationally representative sample,” Am. J. Health Behav., vol. 35, no. 1, pp. 15-27, Feb. 2011, doi: 10.5993/ajhb.35.1.2.
T. E. Moffitt et al., “A gradient of childhood self-control predicts health, wealth, and public safety,” Proc. Nat. Acad. Sci. USA, vol. 108, no. 7, pp. 2693-2698, Feb. 2011, doi: https://doi.org/10.1073/pnas.1010076108.
V. T. Cruz et al., “A rehabilitation tool designed for intensive web-based cognitive training: Description and usability study,”. JMIR Res. Protoc., vol. 2, no. 2, pp. e59, Dec. 2013, doi: 10.2196/resprot.2899.
C. Cardoso et al., “Neuropsychological stimulation of executive functions in children with typical development: a systematic review,” Appl. Neuropsychol. Child, vol. 7, no. 1, pp. 61-81, Mar. 2018, doi: 10.1080/21622965.2016.1241950.
T. Klingberg et al., “Computerized training of working memory in children with ADHD - A randomized, controlled trial,” J. Am. Acad. Child Adolesc. Psychiatry., vol. 44, no. 2, pp. 177-186, Feb. 2005, doi: 10.1097/00004583-200502000-00010.
M. Mansur-Alves and R. Saldanha-Silva, “Does Working Memory Training Promote Changes in Fluid Intelligence?,” Temas Psicol., vol. 25, no. 2, pp. 787-807, Jun. 2017, doi: 10.9788/TP2017.2-19En.
M. M. Mcclelland et al., “Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills,” Dev. Psychol., vol. 43, no. 4, pp. 947, Jul. 2007, doi: 10.1037/0012-1649.43.4.947.
J. Best and P. H. Miller, “A developmental perspective on executive function,” Child Dev., vol. 81, no. 6, pp. 1641-1660, Nov. 2010, doi: 10.1111/j.1467-8624.2010.01499.x.
A. Diamond and D. Ling, “Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not,” Dev. Cogn. Neurosci., vol. 18, pp. 34 – 48, Apr. 2016, doi: 10.1016/j.dcn.2015.11.005.
C. León et al., “Funções executivas e desempenho escolar em crianças de 6 a 9 anos de idade,” Rev. Psicopedagogia, vol. 30, no. 92, pp. 113-120, Jul.2013.
S. Carlson, L. Moses and L. Claxton, “Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability,” J. Exp. Child Psychol., vol. 87, no. 4, pp. 299-319, Apr. 2004, doi: 10.1016/j.jecp.2004.01.002.
C. Hughes and R. Ensor, “Executive function and theory of mind: Predictive relations from ages 2 to 4,”. Dev. Psychol., vol. 43, no. 6, pp. 1447, Nov. 2007, 10.1037/0012-1649.43.6.1447.
R. Bull, K. A. Espy and S. A. Wiebe, “Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years,” Dev. Neuropsychol., vol. 33, no. 3, pp. 205-228, 2008, doi: 10.1080/87565640801982312.
J. A. Welsh et al., “The development of cognitive skills and gains in academic school readiness for children from low-income families,” J. Educ. Psychol., vol. 102, no. 1, pp. 43-53, Feb. 2010, doi: 10.1037/a0016738.
Z. K. Takacs and R. Kassai, “The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses,” Psychol. Bull., vol. 145, no. 7, pp. 653-697, 2019, doi: 10.1037/bul0000195.
B. Cerqueira et al., “Inhibitory control stimulation in elementary school children through digital games: A systematic mapping study,” App. Neuropsychol. Child, pp. 1-12, Nov. 2020, doi: 10.1080/21622965.2020.1843040.
J. Holmes, S. Gathercole and D. Dunning, “Adaptive training leads to sustained enhancement of poor working memory in children,” Dev. Sci., vol. 12, no. 4, pp. F9-15, Jul. 2009, doi: 10.1111/j.1467-7687.2009.00848.x.
S. Dovis et al., “Improving executive functioning in children with adhd: training multiple executive functions within the context of a computer game. a randomized double-blind placebo-controlled trial,” PloS One, vol. 10, no. 4, Apr. 2015, doi: 10.1371/journal.pone.0121651.
M. Melby-Lervåg and C. Hulme, “Is working memory training effective? A meta-analytic review,” Dev. Psychol., vol. 49, no. 2, pp. 270, Feb. 2013, doi: 10.1037/a0028228.
A. Eichenbaum, D. Bavelier and C. Green, “Fundamental questions surrounding efforts to improve cognitive function through video game training,” in Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development, J. Novick, M.F. Bunting, M.R. Dougherty and R. W. Engle, Eds., New York, NY, USA: Oxford Univ. Press, 2020, pp. 432–454.
J. Mossmann et al., “The Planning of Difficulty Curves in an Exergame for Inhibitory Control stimulation in a school intervention program: a pilot study,” Front. Psychol., vol. 10, pp. 2271, Oct. 2019, doi: 10.3389/fpsyg.2019.02271.
R. P. Fonseca, G. C. Sganzerla and L. V. Enéas, “Fechamento das escolas na pandemia de COVID-19: Impacto socioemocional, cognitivo e de aprendizagem,” Debat. Psiquiat., vol. 10, no. 4, pp. 28-37, 2020, doi: 10.25118/2763-9037.2020.v10.23.
Publicado
18/10/2021
Como Citar
DE CERQUEIRA, Bernardo Benites; BARBOSA, Débora Nice Ferrari; MOSSMANN, João Batista.
Jogos Digitais como Mediadores da Estimulação das Funções Executivas no Contexto Escolar. In: WORKSHOP GRANDGAMESBR - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 20. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 1033-1036.
DOI: https://doi.org/10.5753/sbgames_estendido.2021.19754.
