OBJECTIVE: Neuroscience is often considered too advanced of a subject to teach young children; however, helping children to understand the connection between their body and brain can promote a positive attitude towards proper care of the brain. This study investigated if playing a computer game increased knowledge and interest in the brain compared with more traditional methods of learning. SUBJECTS AND METHODS: Participants included 169 children, 4-6 years old, attending either preschool or an afterschool program. Comparisons were made among computer game, story, and control groups. Outcomes included knowledge about brain function and interest in learning about the brain. Students were assessed after a single exposure and after multiple exposures to the game. RESULTS: Results indicated that the computer game generated greater knowledge gains and higher levels of interest compared with both the story and control groups. Results were consistent across single exposure and multiple exposure data. Students in the game condition had significantly higher posttest knowledge scores compared with students in both the story (β=-0.40, t163=-5.450, P<0.001) and control condition (β=-0.57, t163=-7.812, P<0.001). For general interest items, students in the game condition reported higher levels of interest compared with the control group (β=-0.24, t164=-2.82, P<0.01). For content-specific interest, students in the game condition reported higher levels compared with the story group (t109=2.05, P<0.05). CONCLUSIONS: This study highlights the potential value computer games play in presenting scientific and health-related content about the brain to young children.
OBJECTIVE: Neuroscience is often considered too advanced of a subject to teach young children; however, helping children to understand the connection between their body and brain can promote a positive attitude towards proper care of the brain. This study investigated if playing a computer game increased knowledge and interest in the brain compared with more traditional methods of learning. SUBJECTS AND METHODS: Participants included 169 children, 4-6 years old, attending either preschool or an afterschool program. Comparisons were made among computer game, story, and control groups. Outcomes included knowledge about brain function and interest in learning about the brain. Students were assessed after a single exposure and after multiple exposures to the game. RESULTS: Results indicated that the computer game generated greater knowledge gains and higher levels of interest compared with both the story and control groups. Results were consistent across single exposure and multiple exposure data. Students in the game condition had significantly higher posttest knowledge scores compared with students in both the story (β=-0.40, t163=-5.450, P<0.001) and control condition (β=-0.57, t163=-7.812, P<0.001). For general interest items, students in the game condition reported higher levels of interest compared with the control group (β=-0.24, t164=-2.82, P<0.01). For content-specific interest, students in the game condition reported higher levels compared with the story group (t109=2.05, P<0.05). CONCLUSIONS: This study highlights the potential value computer games play in presenting scientific and health-related content about the brain to young children.
Authors: Ann DeSmet; Dimitri Van Ryckeghem; Sofie Compernolle; Tom Baranowski; Debbe Thompson; Geert Crombez; Karolien Poels; Wendy Van Lippevelde; Sara Bastiaensens; Katrien Van Cleemput; Heidi Vandebosch; Ilse De Bourdeaudhuij Journal: Prev Med Date: 2014-08-27 Impact factor: 4.018
Authors: Ann DeSmet; Debbe Thompson; Tom Baranowski; Antonio Palmeira; Maïté Verloigne; Ilse De Bourdeaudhuij Journal: J Med Internet Res Date: 2016-04-29 Impact factor: 5.428