Abstract
Playing video games has not only become a ubiquitous pastime, but evidence suggests that it can also improve certain cognitive functions. This opportunity has led developers to create games whose goal is to provide tools related to cognitive training. However, several methodological problems have been observed regarding the interpretation of the effects encountered in cognitive training tools which, among other reasons, may stem from an incomplete understanding of how participants interact with the software. In this sense, a first step is to study how children react and engage in games in different contexts and whether any evidence of change after playing the games is encountered. Here, we evaluate the feasibility of using TOWI, a set of video games threaded together by a common narrative, as a cognitive training tool. Children played TOWI for several weeks at school or at their home. Cognitive performance before and after playing TOWI was compared using standardized neuropsychological tools as well as some cognitive screening games included as part of the TOWI platform. We found similar patterns of use in school and home as well as by boys and girls. Despite the exploratory nature of the current study, we found significant changes in several neuropsychological measures. We discuss the results in terms of the potential strengths that TOWI has as a training tool as well as in relation to the many pitfalls that lay ahead to achieve evidence of cognitive improvement, not only for TOWI, but for any tool developed for cognitive training.
