The Impact of the Interactive Floor Device and Aerobic Training on Executive Functions in Children

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cris.lastimport.scopus2025-12-16T04:12:06Z
dc.abstract.enBackground/Objectives: Considering the importance of physical activity on the development of cognitive functions in children, the aim of this study was to assess the effects of a ten-week training program using the Interactive Floor device (© Funtronic), i.e., a kinesthetic educational game, and aerobic activity training on executive functions in 9-year-old children. Given current knowledge of the advantages of gamification and on-task switching, stronger improvement was expected for the Interactive Floor device than aerobic exercise activities. Methods: Sixty-four children (29 boys/35 girls) were randomly assigned to the Interactive Floor (n = 22), Aerobic Training (n = 22), or Control groups (n = 20). The participants had their cognitive abilities assessed twice (pre- and post-intervention) using computer tests from the Vienna Test System (VTS) and subtests from the Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V). From VTS, the Stroop Test was used to measure inhibition and attentional control, while the Corsi Block test assessed visuospatial short-term working memory. To assess auditory working memory, the Digit Span subtest from the WISC®-V was applied. Additionally, fluid intelligence was estimated using Raven’s Progressive Matrices. Results: Repeated-measures mixed ANOVA and post hoc tests with Bonferroni correction for multiple comparisons showed that all intervention program groups improved in terms of intelligence and non-verbal abstract reasoning. The second significant finding in this study was that especially children from the Interactive Floor group developed their executive functions, i.e., inhibition and attentional control as well as their spatial short-term memory capacity. Conclusions: The results suggest that a combination of both physical exercise and cognitive games in the Interactive Floor group resulted in greater improvement in cognitive abilities in children than aerobic exercise or physical education lessons. It seems that a multidisciplinary approach combining physical and cognitive stimulation effectively promotes child development. Future programs aiming to improve cognitive skills in children should consider incorporating interactive and engaging activities that stimulate both the body and the mind.
dc.affiliationWydział Psychologii
dc.affiliationWydział Psychologii w Warszawie
dc.affiliationInstytut Psychologii
dc.contributor.authorRymarczyk, Krystyna
dc.contributor.authorMakowska, Iwona
dc.contributor.authorHyniewska, Sylwia
dc.date.access2024-12-06
dc.date.accessioned2025-08-01T09:46:54Z
dc.date.available2025-08-01T09:46:54Z
dc.date.created2024-12-03
dc.date.issued2024-12-06
dc.description.abstract<jats:p>Background/Objectives: Considering the importance of physical activity on the development of cognitive functions in children, the aim of this study was to assess the effects of a ten-week training program using the Interactive Floor device (© Funtronic), i.e., a kinesthetic educational game, and aerobic activity training on executive functions in 9-year-old children. Given current knowledge of the advantages of gamification and on-task switching, stronger improvement was expected for the Interactive Floor device than aerobic exercise activities. Methods: Sixty-four children (29 boys/35 girls) were randomly assigned to the Interactive Floor (n = 22), Aerobic Training (n = 22), or Control groups (n = 20). The participants had their cognitive abilities assessed twice (pre- and post-intervention) using computer tests from the Vienna Test System (VTS) and subtests from the Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V). From VTS, the Stroop Test was used to measure inhibition and attentional control, while the Corsi Block test assessed visuospatial short-term working memory. To assess auditory working memory, the Digit Span subtest from the WISC®-V was applied. Additionally, fluid intelligence was estimated using Raven’s Progressive Matrices. Results: Repeated-measures mixed ANOVA and post hoc tests with Bonferroni correction for multiple comparisons showed that all intervention program groups improved in terms of intelligence and non-verbal abstract reasoning. The second significant finding in this study was that especially children from the Interactive Floor group developed their executive functions, i.e., inhibition and attentional control as well as their spatial short-term memory capacity. Conclusions: The results suggest that a combination of both physical exercise and cognitive games in the Interactive Floor group resulted in greater improvement in cognitive abilities in children than aerobic exercise or physical education lessons. It seems that a multidisciplinary approach combining physical and cognitive stimulation effectively promotes child development. Future programs aiming to improve cognitive skills in children should consider incorporating interactive and engaging activities that stimulate both the body and the mind.</jats:p>
dc.description.accesstimeat_publication
dc.description.issue12
dc.description.physical1-17
dc.description.versionfinal_published
dc.description.volume11
dc.identifier.doi10.3390/children11121489
dc.identifier.issn2227-9067
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/1629
dc.identifier.weblinkhttps://www.mdpi.com/2227-9067/11/12/1489
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsCC-BY
dc.rights.questionYes_rights
dc.share.articleOPEN_JOURNAL
dc.subject.enphysical activity
dc.subject.endevelopment
dc.subject.enexecutive functions
dc.subject.enyoung children
dc.subject.eninteractive floor
dc.swps.sciencecloudsend
dc.titleThe Impact of the Interactive Floor Device and Aerobic Training on Executive Functions in Children
dc.title.journalChildren
dc.typeJournalArticle
dspace.entity.typeArticle