Abstract:

The Implementation of new technologies in schools is increasing, a fact that invites one to think through and ponder about the cognitive implications that the use of digital material could have on learners (Gros, 2007). This research is about exploring the effect of using a certain number of digital activities that involve training skills related to students’ attention span. The digital material used for this study consists in activities featured in the Smile and Learn platform. Learning activities are arranged in Game Worlds, each representing one of the multiple intelligences. This platform organizes the activities in several worlds following the Multiples Intelligences structure. In our attempt to test the usability of creating “learning paths” in order for teachers to be able to classify activities, we have selected those activities that help children practice their attention skills. These activities are featured in games like: As a trial to see the usability of building ‘learning path’ for teachers to classify the activities, we select the activities that works attention skills as: Symmetry, Simon Follow Me, Watch…SNAP!, Differences, Labyrinths, Pairs, Bubbles, Shapes Sudoku, Logic Sets, 3D Chess, Animatris, Checkers, Intruder Buster, Associations, Sequences, Connect Faces, 3D structures, Puzzle Constructions, Super Buildings, Tangram, Puzzle World and Puzzle. These activities are featured in two belong at two different worlds in the Smile and Learn platform: Logic and Visual-Spatial.

Our research involves an active study group of 113 elementary school children (64 boys and 49 girls) from Grade 1 (6 year-olds) and Grade 4 (9 year-olds). The instrument of measurement selected for the variable of attention was the DIVISA test (Santacreu et al., 2011). According to the description of the test, the following factors are measured: general efficiency of attention, inaccuracy, omissions, organization, and distraction vs precipitation (Santacreu et al., 2011) The attention concept involves multiple domains (sustained attention, selective attention and inhibitory control) that can be trained by doing the selected activities (Lozano, Capote & Fernández, 2015).

We applied the DIVISA computerized test in schools for each class group in early January and at the end of the course in June. During those six months teachers implemented in their work the activities that we recommended, after having been trained in how to use the material they had been given. We analyzed the data by a repeated measures ANOVA. We have defined the results of the test (pre and post) as dependent variable and each course as an independent variable, highlighting the time employed as with the time of use as covariable.

We are expecting to observe and assess and more extended impact on First Graders regarding their attention skills, pertaining to the literature review conducted. Implications of our research into students’ learning are discussed. We propose new future fields of study as to how these activities can be improved and what the teacher’s role is, in the use of that technology.

Keywords:

Sustained attention, selective attention, digital material, elementary education, children.