Paper Status Tracking
Contact us
[email protected]
Click here to send a message to me 3275638434
Paper Publishing WeChat


LIEENP, CENSUPEG, Joinville, Brazil; Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, Brazil


A considerable number of students have learning disabilities in the first years of school, and a precoce intervention could minimize the financial, social, and personal costs of this problem. Ludomotor interventions have been shown good results as a neuropsychopedagogical intervention tool to improve motor and cognitive functions and consequently, academic performance. We developed a digital version, in Exergame (EXG) form, based on a set of Neuropsychopedagogical Ludomotor Interventions (NLI) called “Coordenando-se”, that was elaborated by Braga (2016). For this we use as the EXG console the Makey Makey kit, that can transform E.V.A. versions of the figures of the NLI in “keys” which when pressed fire events on the game. The presentation of the figures of this EXG on screen increases its velocity as the player increases his hit points. This study collected data utilizing Scale of Adherence to Digital Games in Education to analyze the self-perception of 30 students of Brazilian schools of Joinville, SC about the motivational and experiential aspects and learning capacity of the present EXG developed. The results point to a positive impression and promising preliminary results when it comes to improvement of learning capacity of the practitioners.


neuropshycopedagogical intervention tool, ludomotor intervention, cognitive intervention, makey makey kit, exergames, learning academic performance

Cite this paper

Veronica T. Coacci, Fabrício Bruno Cardoso, Lucianara Braga, Alfred Sholl-Franco. (2023). Self-perception of Students About the Practice of Exergames in the School Environment and Possible Influences on Their Learning Skills: A Preliminary Study. US-China Education Review A, May-June 2023, Vol. 13, No. 3, 144-154.


Abbadessa, G., Brigo, F., Clerico, M., De Mercanti, S., Trojsi, F., Tedeschi, G., ... Lavorgna, L. (2022). Digital therapeutics in neurology. Journal of Neurology, 269(3), 1209-1224. Retrieved from

Alves, L. G. (2014). A cultura ludica e cultura digital: Interfaces possıveis. Revista entreideias: educacao, cultura e sociedade, 3(2).

Alzubi, T., Fernández, R., Flores, J., Duran, M., & Cotos, J. M. (2018). Improving the working memory during early childhood education through the use of an interactive gesture game-based learning approach. IEEE Access, 6, 53998-54009. Retrieved from

Back, N. C. F., Telaska, T. D. S., Damari, J. L., Dettmer, C. C., Silva, S. V., Riechi, T. I. J. D. S., & Crippa, A. C. D. S. (2020). Modelo de avaliação de transtornos de aprendizagem por equipe interdisciplinar. Revista Psicopedagogia, 37(112), 37-51.

Barbosa, E. F., & Moura, D. G. (2013). Metodologias ativas de aprendizagem na educação profissional e tecnológica. B. Tec. Senac, 39(2), 48-67.

Barreto, D., Vasconcelos, L., & Orey, M. (2017). Motivation and learning engagement through playing math video games. Malaysian Journal of Learning and Instruction, 14(2), 1-21.

Bavelier, D., & Neville, H. J. (2002). Cross-modal plasticity: Where and how? Nature Reviews Neuroscience, 3(6), 443-452. Retrieved from

Benzing, V., & Schmidt, M. (2018). Exergaming for children and adolescents: Strengths, weaknesses, opportunities and threats. Journal of Clinical Medicine, 7(11), 422. Retrieved from

Berbel, N. A. N. (2012). A metodologia da problematização em três versões no contexto da didática e da formação de professores. Revista Diálogo Educacional, 12(35), 103-120.

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663. Retrieved from

Braga, L. I. (2016) Coordenando-se metodologia para o desenvolvimento da coordenação motora. Diálogo Comunicação e Marketing.

Cancer, A., Bonacina, S., Antonietti, A., Salandi, A., Molteni, M., & Lorusso, M. L. (2020). The effectiveness of interventions for developmental dyslexia: Rhythmic reading training compared with hemisphere-specific stimulation and action video games. Frontiers in Psychology, 11, 1158. Retrieved from

Capellini, A. S., Germano, G. D., & Cunha, V. L. O. (2010). Transtornos de aprendizagem e transtornos de atenção: da avaliação à intervenção. São José dos Campos: Pulso Editorial.

Cardoso, F. B., Loureiro, V. D. S., Souza, S., Pinheiro, J., Fulle, A., Russo, R. M. T., ... Sholl-Franco, A. (2021). The effects of neuropsychopedagogical intervention on children with learning difficulties. American Journal of Educational Research, 9(11), 673-677. Retrieved from

Carey, J. R., Bhatt, E., & Nagpal, A. (2005). Neuroplasticity promoted by task complexity. Exercise and Sport Sciences Reviews, 33(1), 24-31.

Cress, U., Fischer, U., Korbinian, M., Claudia, S., & Hans-Christoph, N. (2010). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. In Gomez, K., Lyons, L., and Radinsky, J. (Eds.), Learning in the disciplines: Proceedings of the 9th international conference of the learning sciences (pp. 105-112). Chicago IL: International Society of the Learning Sciences.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. Retrieved from

Diamond, A. (2015). Effects of physical exercise on executive functions: Going beyond simply moving to moving with thought. Annals of Sports Medicine and Research, 2(1), 1011.

Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., … Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine and Science in Sports and Exercise, 48(6), 1197-1222. Retrieved from

Dunbar, G., Hill, R., & Lewis, V. (2001). Children’s attentional skills and road behavior. Journal of Experimental Psychology: Applied, 7, 227-234. Retrieved from

Fardo, M. L. (2013). A Gamificação Aplicada Em Ambientes De Aprendizagem. Revista Novas Tecnologias Na Educação, 11(1), 1-9. Retrieved from

Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23(6), 462-466. Retrieved from

Fuentes, D., Malloy-Diniz, L. F., Camargo, C. H. P. D., & Cosenza, R. M. (2014). Neuropsicologia Teoria e Prática (2nd ed.). Porto Alegre: Artmed Editora.

Gapin, J. I., Labban, J. D., & Etnier, J. L. (2011). The effects of physical activity on attention deficit hyperactivity disorder symptoms: The evidence. Preventive Medicine, 52(Suppl. 1), 70-74. Retrieved from

Gee, J. P. (2004). What video games have to teach us about learning and literacy (1st ed.). Cham: Palgrave Macmillan.

Gomez-Pinilla, F. (2011). The combined effects of exercise and foods in preventing neurological and cognitive disorders. Preventive Medicine, 52, S75-S80. Retrieved from

Habgood, M. P. J., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences, 20(2), 169-206. Retrieved from

Hira, W. K., Marinho, M. V. P., Jr, A. T. B., & Pereira, F. B. (2016). Criação de um modelo conceitual para Documentação de Game Design. São Paulo.

Hötting, K., & Röder, B. (2013). Beneficial effects of physical exercise on neuroplasticity and cognition. Neuroscience & Biobehavioral Reviews, 37(9, Part B), 2243-2257. Retrieved from

Jaffery, A., Edwards, M. K., & Loprinzi, P. D. (2018). The effects of acute exercise on cognitive function: Solomon experimental design. The Journal of Primary Prevention, 39(1), 37-46. Retrieved from

Júnior, E. R., & Sales, J. R. L. de. (2012). Os jogos eletrônicos no contexto pedagógico da educação física escolar. Conexões, 10(1), 70–82.

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. Retrieved from

Krause, K. K. G. (2018). Aplicacoes dos jogos digitais nas funcoes executivas: Um mapeamento sistematico da literatura. In Proceedings of the XVII Brazilian symposium on computer games and digital entertainment (pp. 54-62). Brasil.

Lai, Y.-C., Wang, S.-T., & Yang, J.-C. (2012). An investigation of the exergames experience with flow state, enjoyment, and physical fitness. In 2012 IEEE 12th international conference on advanced learning technologies (pp. 58-60). Retrieved from

Lieberman, D. A. (2006). What can we learn from playing interactive games? In Playing video games: Motives, responses, and consequences (pp. 379-397). Hillsdale: Lawrence Erlbaum Associates Publishers.

Łuniewska, M., Chyl, K., Dębska, A., Kacprzak, A., Plewko, J., Szczerbiński, M., … Jednoróg, K. (2018). Neither action nor phonological video games make dyslexic children read better. Scientific Reports, 8(1), 549. Retrieved from

Maillot, P., Perrot, A., & Hartley, A. (2012). Effects of interactive physical-activity video-game training on physical and cognitive function in older adults. Psychology and Aging, 27, 589-600. Retrieved from

Mattos, P., Serra-Pinheiro, M. A., Rohde, L. A., & Pinto, D. (2006). Apresentação de uma versão em português para uso no Brasil do instrumento MTA-SNAP-IV de avaliação de sintomas de transtorno do déficit de atenção/hiperatividade e sintomas de transtorno desafiador e de oposição. Revista De Psiquiatria Do Rio Grande Do Sul, 28(3), 290-297. Retrieved from

Miller, J. A., Narayan, U., Hantsbarger, M., Cooper, S., & El-Nasr, M. S. (2019, August). Expertise and engagement: Re-designing citizen science games with players’ minds in mind. In Proceedings of the 14th international conference on the foundations of digital games (pp. 1-11).

Mishra, J., Anguera, J. A., & Gazzaley, A. (2016). Video games for neuro-cognitive optimization. Neuron, 90(2), 214-218. Retrieved from

Moreau, D., & Conway, A. R. A. (2014). The case for an ecological approach to cognitive training. Trends in Cognitive Sciences, 18(7), 334-336. Retrieved from

Mossmann, J. B., Reategui, E., Barbosa, D., Cardoso, C., Fonseca, R., & Viana, M. (2016). Um exergame para estimulação de componentes das funções executivas em crianças do ensino fundamental I. Simpósio Brasileiro de Jogos e Entretenimento Digital.

Park, S. B., Ju, Y., Kwon, H., Youm, H., Kim, M. J., & Chung, J. (2022). Effect of a cognitive function and social skills-based digital exercise therapy using IoT on motor coordination in children with intellectual and developmental disability. International Journal of Environmental Research and Public Health, 19(24), 16499. Retrieved from

Pedroli, E., Padula, P., Guala, A., Meardi, M. T., Riva, G., & Albani, G. (2017). A psychometric tool for a virtual reality rehabilitation approach for dyslexia. Computational and Mathematical Methods in Medicine, 2017, e7048676. Retrieved from

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education. Englewood Cliffs, NJ: Prentice Hall.

Rahe, J., Petrelli, A., Kaesberg, S., Fink, G. R., Kessler, J., & Kalbe, E. (2015). Effects of cognitive training with additional physical activity compared to pure cognitive training in healthy older adults. Clinical Interventions in Aging, 10, 297-310. Retrieved from

Reis, D. A., & Negrão, F. C. (2022). O uso pedagógico das tecnologias digitais: do currículo à formação de professores em tempos de pandemia. Revista da FAEEBA: Educação e Contemporaneidade, 31(65), 174-187. Retrieved from

Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1, 252-267. Retrieved from

Sanger, C. S. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. In C. Sanger and N. Gleason (Eds.), Diversity and inclusion in global higher education. Singapore: Palgrave Macmillan. Retrieved from

Savi, R., Von Wangenheim, C. G., Ulbricht, V., & Vanzin, T. (2010). Proposta de um Modelo de Avaliação de Jogos Educacionais. Revista Novas Tecnologias Na Educação, 8(3), 3-12. Retrieved from

Sawyer, R. K. (2017). Creativity research and cultural context: Past, present, and future. The Journal of Creative Behavior, 51(4), 352-354. doi:10.1002/jocb.204

Schell, J. (2014). The art of game design: A book of lenses (2nd ed.). London: CRC Press.

Scratch-About. (n.d.). Recuperado 2 de fevereiro de 2023. Retrieved from

Shasek, J. (2014). ExerLearning®: Movement, fitness, technology, and learning [Chapter]. In Gamification for human factors integration: Social, education, and psychological issues. Hershey: IGI Global. Retrieved from

Silver, J. (2014). Lens × block. World as construction kit (PhD thesis, Massachusetts Institute of Technology, 2014).

Soares, V. N., Yoshida, H. M., Magna, T. S., Sampaio, R. A. C., & Fernandes, P. T. (2021). Comparison of exergames versus conventional exercises on the cognitive skills of older adults: a systematic review with meta-analysis. Arch. Geront. Geriat., 97, 104485. 10.1016/j.archger.2021.104485

Soares, D. B., Porto, E., de Marco, A., Azoni, C. A. S., & Capelatto, I. V. (2015). Influence of the physical activity on motor performance of children with learning difficulties/influencia da atividade fisica no desempenho motor de criancas com queixas de dificuldades de aprendizagem. Revista CEFAC, 17(4), 1132.

Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2), 93-98. Retrieved from

Taylor, M., & Griffin, M. (2015). The use of gaming technology for rehabilitation in people with multiple sclerosis. Multiple Sclerosis Journal, 21(4), 355-371. Retrieved from

Tore, P. A. D., & Raiola, G. (2012). Exergames and motor skills learning: A brief summary. Journal of Physical Education and Sport, 12(3), 358-361.

Van der Fels, I. M. J., Smith, J., de Bruijn, A. G. M., Bosker, R. J., Königs, M., Oosterlaan, J., Visscher, C., & Hartman, E. (2019). Relations between gross motor skills and executive functions, controlling for the role of information processing and lapses of attention in 8-10-year-old children. PloS one, 14(10), e0224219. Retrieved from

Van Praag, H., Kempermann, G., & Gage, F. H. (2000). Neural consequences of environmental enrichment. Nature Reviews Neuroscience, 1(3), 3. Retrieved from

Vazou, S., Pesce, C., Lakes, K., & Smiley-Oyen, A. (2019). More than one road leads to Rome: A narrative review and meta-analysis of physical activity intervention effects on cognition in youth. International Journal of Sport and Exercise Psychology, 17(2), 153-178. Retrieved from

Wigfield, A., Eccles, J. S., Fredericks, J., Roeser, R., Schiefele, U., & Simpkins, S. (2015). Development of achievement motivation and engagement. In R. Lerner, C. Garcia Coll, and M. Lamb (Eds.), Handbook of child psychology and developmental science (7th ed., Vol. 3, pp. 657-700). New York, NY: Wiley. Retrieved from 10.1002/9781118963418.childpsy316

Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive function: Implications for education (NCER 2017-2000). Washington, DC: National Center for Education Research. Retrieved from

Zeng, N., Pope, Z., Lee, J. E., & Gao, Z. (2017). A systematic review of active video games on rehabilitative outcomes among older patients. Journal of Sport and Health Science, 6(1), 33-43. Retrieved from

About | Terms & Conditions | Issue | Privacy | Contact us
Copyright © 2001 - David Publishing Company All rights reserved,
3 Germay Dr., Unit 4 #4651, Wilmington DE 19804; Tel: 1-323-984-7526; Email: [email protected]