Gamified Attention Training in the Primary School Classroom: A Cluster-Randomized Controlled Trial

Area of Science:

• Child Psychology
• Educational Psychology
• Intervention Studies

Background:

• Inattention and hyperactivity are common challenges in primary school children.
• Effective classroom-based interventions are needed to address these behavioral issues.
• Previous research has explored various attention training programs with mixed results.

Purpose of the Study:

• To evaluate the efficacy of gamified attention training delivered in the classroom.
• To assess the impact on cognitive attention, inattention, hyperactivity, working memory, and numeracy.
• To determine the sustainability of effects at a 6-month follow-up.

Main Methods:

• Cluster randomized controlled trial involving 98 primary school children (ages 5-9).
• Intervention groups included gamified attention training, a placebo program, and a no-contact control.
• Assessments were conducted at baseline, post-intervention, and 6-month follow-up.

Main Results:

• Attention training significantly reduced inattention and hyperactivity in the classroom post-intervention.
• Hyperactivity was also reduced at home compared to the no-contact control.
• Reduced hyperactivity in the classroom persisted at the 6-month follow-up.
• No significant effects were observed on cognitive attention, working memory, or numeracy skills.

Conclusions:

• Classroom-based attention training offers targeted benefits for reducing inattention and hyperactivity.
• The intervention may not enhance broader cognitive or academic skills in young children.
• Further research is needed to explore the mechanisms and long-term impacts of attention training.