Improving Pre-K–12 Students’ Executive Functions Using Digital Games: A Systematic Review

This is the authors' abstract. We don't add key points for this paper.

Executive functions (EFs) are critical cognitive skills that influence learning, decision-making, and problem-solving.This systematic review examines the impact of digital games on improving EF skills in Pre-K-12 settings by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.Contributions from diverse fields, including psychology, education, and technology, reflect the interdisciplinary interest in this area.Based on the analysis of game design integrations, this systematic review organizes game design elements into two categories: high-impact, where games are purposefully designed to improve EF skills, and low-impact, where games are not intentionally designed to target EFs.The findings reveal trends in game design elements, such as adaptive challenges and feedback systems, that contribute to EFs improvements.This study highlights digital games as promising tools for enhancing EFs.Findings underscore the need for more rigorous designs and future research on higher-order EFs.