Gamification and development of cognitive skills in early childhood education: effects of interactive digital activities on children aged 4 to 5 years
DOI:
https://doi.org/10.55204/trc.v6i1.e674Keywords:
gamification, cognitive skills, early childhood education, digital technologies, interactive learningAbstract
This study analyzed the effects of gamified interactive digital activities on the development of cognitive skills in children aged 4 to 5 years in early childhood education. A quantitative approach with a quasi-experimental pretest-posttest design was employed. The sample consisted of 255 children from public schools in El Oro, Manabí, and Guayas provinces, Ecuador. The intervention lasted eight weeks and included gamified digital activities aimed at strengthening attention, working memory, and problem-solving skills through tablets and computers under teacher supervision. Data were collected using cognitive performance tests, structured observation, and participation records. The results showed significant improvements in all assessed dimensions. Attention increased from M=61.42 to M=79.56, working memory from M=58.73 to M=77.84, and problem-solving skills from M=55.68 to M=78.91. Statistical analyses revealed significant differences (p < .001) with large effect sizes (d = 1.12–1.41). Qualitative findings also indicated high levels of motivation, active participation, and persistence during the intervention. It is concluded that digital gamification is an effective pedagogical strategy for enhancing cognitive skills in early childhood education and fostering meaningful learning experiences.
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