Effect of game-based physical education interventions on executive function, attention and academic performance in children: a systematic review and meta-analysis from 2010 to date

Abstract

Background Previous studies found that gamification interventions have a positive impact on children's cognitive functioning and academic performance. However, implementation of gamification interventions in physical education has been limited over the past two decades, This research aimed to analyse the impact of game-based physical education on executive function, attention, and academic performance in children. Methods This research was conducted with six electronic databases: Web of Science, PubMed, EBSCOhost, Cochrane, Embase, and Scopus, covering the span of time from 2010 to September 2024. This meta-analysis evaluated the impact of game-based PE intervention on executive function, attention, and academic performance in children through both randomized controlled trials (RCT) and non-randomized controlled trials (nRCTs). From an initial pool of 343 studies identified, 167 were independently reviewed by two authors. 15 studies met the inclusion criteria and were included in the meta-analysis. The quality of these studies was assessed using the Effective Public Health Practice Project (EPHPP) tool. Results Meta-analysis revealed significant moderate effects across three main domains: executive function (SMD = 0.72, 95% CI: [0.33, 1.10], p = 0.0002), attention (SMD = 0.50, 95% CI: [0.22, 0.79], p = 0.0006), and academic performance (SMD = 0.59, 95% CI: [0.28, 0.91], p = 0.0002). Within executive function, cognitive flexibility (SMD = 1.10, 95% CI: [0.71, 1.30], p < 0.0006) and response inhibition (SMD = 0.77, 95% CI: [0.58, 0.97], p < 0.00001) showed significant improvements, while working memory did not (SMD = 0.25, 95% CI [-0.11, 0.62], p = 0.18). No significant effects were found in selective attention (SMD = -0.07, 95% CI [-0.59, 0.46], p = 0.80) or sustained attention (SMD = 0.03, 95% CI [-0.49, 0.55], p = 0.91). For academic performance, only mathematical ability showed significant improvement (SMD = 0.56, 95% CI [0.19, 0.94], p = 0.003). Conclusions Game-based interventions have shown effective in enhancing executive function, attention and academic achievement in children.