Educational Video Games with Augmented Reality in the Cognitive Development of Schoolchildren
DOI:
https://doi.org/10.56880/experior51.5Keywords:
augmented reality, educational video games, cognitive skills, primary education, student motivationAbstract
This study analyzed the impact of an educational video game with augmented reality on the development of cognitive skills in third- and fourth-grade primary school students from a private urban school in Panama City (n = 30). A pre-experimental one-group pretest–posttest design was applied, using the Brief Scale of Child Cognitive Assessment, which evaluates three dimensions: sustained attention, working memory, and problem-solving. The intervention consisted of 20 sessions of 40 minutes using a video game, implemented on tablets and mobile devices. The results showed significant improvements in sustained attention (d = 0.76) and working memory (d = 0.59), while problem-solving presented only a positive trend without reaching statistical significance (d = 0.45). Likewise, high levels of student motivation and participation were observed, supported by teacher observations and spontaneous comments from the students, which is consistent with previous research on the motivational value of gamification and augmented reality. Among the limitations, the absence of a control group and the small sample size are acknowledged, which restricts the generalization of the findings, especially in public or low-resource contexts. Nevertheless, this work constitutes an initial empirical contribution in Panama regarding the applicability of immersive technologies in primary education, highlighting their potential to strengthen basic cognitive processes. It is recommended to replicate the study with larger samples, institutional diversity, and designs that integrate activities promoting complex problem-solving strategies.
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