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Abstract

Digital games can improve cognitive skills in schools since they have rules, goals, challenges and propose actions that require the player’s attention, problem-solving capacity, involving the planning of actions, keeping the goals and objectives in mind.

Therefore, this article aims to investigate indicators on the effects of digital cognitive games in interventions carried out in small groups in the school context on attention capacity.

Therefore, a quasi-experimental study was conducted with 30 subjects, aged 7 to 11, divided into two groups, participant and control. Both were evaluated before and after the intervention through the application of a concentrated attention test.

The results obtained indicated that the participant group had a significantly superior performance concerning the quality of the attention because of more minor mistakes in the second application than the control group.The differences found in test variables that indicate the speed of discrimination of stimuli and attention more broadly were not significant.

Keywords: learning, computer games, attention, elementary school, cognition.