Piloting an Eight-Session Attentional Skills Training (AST) Program for Elementary School Children: Incorporating Mindfulness Concepts and Video Gaming Activities

Autor/inn/en	Monteiro, Marta; Ricard, Richard J.; Ratanavivan, Wannigar
Titel	Piloting an Eight-Session Attentional Skills Training (AST) Program for Elementary School Children: Incorporating Mindfulness Concepts and Video Gaming Activities
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 3, S.381-391 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1991058
Schlagwörter	Metacognition; Video Games; Elementary School Students; Pilot Projects; Attention Control; Teaching Methods; Learning Activities; Decision Making; Memory; Learning Motivation; Reaction Time; Measures (Individuals); Intervention; Student Attitudes; Parent Attitudes; Educational Benefits; Outcomes of Education; Visual Perception; Executive Function; Children; Intelligence Tests; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Video game; Videospiel; Videospiele; Pilot project; Modellversuch; Pilotprojekt; Aufmerksamkeitstest; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Decision-making; Entscheidungsfindung; Gedächtnis; Motivation for studies; Lernmotivation; Reaktionsvermögen; Messdaten; Schülerverhalten; Elternverhalten; Bildungsertrag; Lernleistung; Schulerfolg; Visuelle Wahrnehmung; Child; Kind; Kinder; Intelligence test; Intelligenztest
Abstract	This pilot study explored the impact of an eight-session attentional skills training (AST) program for elementary-age school children. Twenty-four students, 3rd through 6th grade, participated in guidance sessions involving exposure to mindfulness exercises and video gaming activities designed to challenge visual attention, memory, and decision-making in engaging and entertaining motivational contexts. Multivariate analyses revealed that students realized a 40-50% increase in their performance on two standardized measures of time sensitive visual decision-making search tasks at the end of the AST intervention, although there were no significant changes in student reports of their mindful attitudes and parent reports of their child's cognitive functioning. This study adds to literature on the benefits of focused interventions on attentional skills that support executive functioning of children in classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01