Abstract
Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children’s development. Therefore, this study aimed to present a systematic mapping of the literature involving executive functions, motor development, and the use of digital games in intervention programs for elementary school children from 6 to 11 years old. Four databases were researched: PubMed, Scielo, Science Direct, and SCOPUS, including publications between 2012 and March 2021. The initial results indicated 4881 records. After the selection process, 15 manuscripts that presented the central theme of the study were selected. The main results indicated that intervention strategies are rather heterogeneous. Most of the studies demonstrated efficient results after intervention protocols, many of them were conducted in Europe, and 46% occurred in a school environment. No research was identified involving technological solutions using executive functions, motor development, and digital games in an integrated manner. Hence, this constitutes a field of future scientific research.
Highlights
The development of motor skills is not typically considered a cognitive component; the “motor” issue implies cognition as the performance of physical movements necessary for learning requires planning and deliberation [1]
What were the strategies used to conduct the intervention program? What were the results of intervention programs involving executive functions and motor development? What were the results of the intervention programs involving executive functions and digital games? What were the results of the intervention programs involving motor development and digital games? What were the tests used to assess executive functions? What were the tests used to assess motor development?
Considering that this study aims to identify the current scenario of research involving executive functions, motor development, and digital games, the research process involved articles from conferences, journals, or workshops (IC2), according to the methodology used for systematic review
Summary
The development of motor skills is not typically considered a cognitive component; the “motor” issue implies cognition as the performance of physical movements necessary for learning requires planning and deliberation [1]. The development of motor skills enables children to perform goal-oriented movements and behaviors [2]. In turn, control and regulate behavior to achieve specific goals. They are essential for the child to have more autonomy, emotional independence, and action planning [3]. In this case, many studies have investigated the association between motor and cognitive development, executive functions [4]. A more technological lifestyle associated with digital culture should be considered a viable alternative to stimulate cognitive and motor children development [5,6]. This work aims to understand the relationships between motor and cognitive development associated with the use of digital technologies, mainly digital games, based on a systematic mapping of the literature
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