DIGITAL GAMES AND ATTENTION: A STUDY WITH BASIC EDUCATION STUDENTS

Resumen

RAMOS, Daniela Karine; ANASTACIO, Bruna Santana; JACOB, Camila Meurer  y  SILVA, Guilherme Gomes. DIGITAL GAMES AND ATTENTION: A STUDY WITH BASIC EDUCATION STUDENTS. Eccos Rev. Cient. [online]. 2022, n.62, e21693.  Epub 12-Feb-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n62.21693.

This work aims to characterize the children’s behavior related to interaction with digital games, including parental mediations and verification of the influence of access time on attention performance. The ex-post-fact research had a quantitative approach based on applying a questionnaire and psychological tests involving 91 students with an average age of 11.6 years. The results revealed that 96.8% of the participants play digital games and that 47.3% play for 1 to 2 hours. Regarding parental mediation, 74.16% of parents control access time. The analysis of the relationship between the time range and the performance of the types of attention revealed that children who play 1 to 2 hours a day have better attention-focused performance, and those who play between 2 and 6 hours show better-divided attention performance, but without revealing a statistically significant difference.

Palabras clave : cognitive processes; multimedia; parental role; technology..

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