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The objective of this study is to evaluate the capacity of interactive didactic games to augment cognitive development in preschool-aged children and to establish a methodical approach for incorporating these games into early childhood education curricula. The research employs analysis and synthesis methodologies, in addition to induction, deduction, and modelling, to deconstruct and reassemble learning process components cognitively. Interactive games foster cognitive development through the provision of immediate feedback and stimulate learning through entertainment. Nevertheless, commercially accessible games frequently fail to provide suitable educational material. Educators can generate individualised games by employing multimedia tools by a three-part structure for lessons: preparatory, main, and concluding. These games should feature explicit guidelines, captivating narratives, succinct action sequences, specified instructional objectives, and interactivity that is suitable for the age group involved. Scientific accuracy, developmental appropriateness, language comprehension, intuitive navigation, and research/problem-solving abilities are among the proposed selection criteria. Benefits observed in comparison to conventional instruction include increased retention, sustained attention, and problem-solving incentives. By judiciously incorporating sanitary regulations, interactive didactics have the potential to augment child cognition, foster parent-teacher cooperation, and elevate educator prestige. Capitalising on children’s innate fascination with computers for educational purposes establishes a fundamental basis for scholastic achievement. Technology cannot, however, substitute for teacher-student interaction.
Baikulova et al. (Mon,) studied this question.
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