A Short Game-Based Intervention for Enhancing Executive Functions at School: a Pilot Study

Executive functions (EFs) are crucial for self-regulation, and they can explain the difficulties that many children face at school in terms of both achievement and adaptation. However, only few cognitive interventions on EFs in the existing research have been implemented in the school context. The present study aims to test the feasibility of a short teacher-led intervention to enhance EFs in a heterogeneous socioeconomic and sociocultural context using board games, a token economy to promote behavior modification, and a narrative framework to foster children’s engagement and metacognition. A final sample of 24 children participated in this study, with 12 in the intervention group and 12 in the control group. Results indicate improve- ments in EFs among the intervention group, particularly in low-load working memory, highlighting the intervention’s poten- tial to positively impact children’s EFs. This pilot study supports the feasibility of using such game-based interventions in educational settings, with implications for broader application.