Effects of Brain Training programme on classroom learning
In January 2007, Learning and Teaching Scotland (LTS) and a selection of local authorities launched a small-scale controlled trial involving the use of Nintendo DS consoles, Dr Kawashima’s Brain Training and Brain Gym in mental arithmetic.
A summary was published on the LTS website in December 2007 and a report will be published in 2009.
Research aim
The trial aimed to demonstrate how computer games could influence children's mental arithmetic attainment and self-perception. It also aimed to determine the potential for a larger-scale study.
Research method
A small-scale controlled trial was conducted over 10 weeks using purposive sampling. Three primary schools were selected from areas of above-average socio-economic deprivation in Dundee and a total of 71 pupils aged 10-11 years participated. In School 1, 21 pupils used Nintendo DS consoles and Dr Kawashima’s Brain Training for 20 minutes every day.
In School 2, 31 pupils used ‘Brain Gym’ techniques throughout the trial and in School 3, 19 pupils acted as a control group. Pupils were given a pre-trial written numeracy test and a self-concept questionnaire to determine how they viewed themselves as learners. Upon completion of the trial, pupils were re-tested.
Key findings
Pupils in the Dr Kawashima’s Brain Training group and those in the control group both exhibited significant gains in mental arithmetic. The most significant improvement, however, was found in the Brain Training group, where gains were more than twice those of the control group.
Both Brain Training and Brain Gym groups showed improvements in the time taken to complete written numeracy tests. However, the improvement was more significant for the Brain Training group. There were no significant gains for the control group.
Self-esteem levels rose for pupils in the Brain Training group. However, results indicated there were no significant gains in pupils’ overall perceptions of themselves as learners.
Results indicated that the least able pupils in the Brain Training group experienced the greatest improvement.
Pupils using Brain Gym experienced improvements in the speed taken to complete the written numeracy tests. However, the accuracy of answers was higher for those using Brain Training.
A larger-scale project has now been conducted and analysis of results is under way. Please visit the Games-based learning page on the LTS website for further information.
Full report
Please contact the Research team (research@LTScotland.org.uk) for copies of the full report.