The Use of Games in Paediatric Cognitive Intervention: A Systematic Review
- *Corresponding Author:
- Beauchamp MH
ABCs Lab of the University of Montreal
Marie-Victorin Pavilion F-473
90 avenue Vincent d'Indy
Montréal (Qc) H2V 2S9
E-mail: [email protected]
Received date: April 20, 2015 Accepted date: June 23, 2015 Published date: June 25, 2015
Citation:Neugnot-Cerioli M, Gagner C, Beauchamp MH (2015) The Use of Games in Paediatric Cognitive Intervention: A Systematic Review. Int J Phys Med Rehabil 6: 286. doi:10.4172/2329-9096.1000286
Copyright: ©2015 Neugnot-Cerioli M et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Objectives: Games that purport to stimulate cognition are increasingly used in intervention, leading to a need for comprehensive information regarding the putative benefits of game-based approaches for remediating cognitive functioning.
Methods: A systematic search of MEDLINE, ERIC, PsycInfo, CINAHL was conducted to document the methodology and outcome of game-based cognitive interventions, leading to 448 references. Titles and abstracts were initially screened with respect to inclusion and exclusion criteria and 396 studies were rejected. The 52 remaining articles were read in full and 14 were retained for review.
Results: Most studies found positive outcomes suggesting that using games is effective for improving language, attention, executive functions, reasoning, and face processing. Games and protocols varied greatly within and across domains.
Conclusion: While game-based cognitive intervention is a promising approach in paediatrics, lack of methodological precision can limit reproducibility and applicability. Recommendations for the design and reporting of game-based cognitive interventions are proposed.