Modification of Mathematical Cognitive Demand with Disruptive Gamification Methods Using Video Games in Schoolchildren Affected by Covid-19

Abstract

The document reports the effects of the use of video games in the disruptive gamification of the cognitive demand in mathematics of 127 second and third grade students of basic education. They were grouped according to three demand conditions: (a) situation 1 = low; (b) situation 2 = moderate; (c) control group = mixed. All subjects presented some type of Covid-19 sequelae; and situational pairs were compared according to agreement: situation 1 vs. control (first pair); situation 2 vs. control (second pair). The results were collected from a multiple demand test. The abilities to solve tasks of moderate cognitive demand were developed in the subjects who started with a low level of demand, and high-level demand in those who started with a moderate demand. The comparison of the first pair presented more difficulties to achieve improvements in their cognition, unlike the subjects of the second pair.