Using a Computer Game to Teach Young Children About Their Brains.
OBJECTIVE
Neuroscience is often considered too advanced of a subject to teach young children; however, helping children to understand the connection between their body and brain can promote a positive attitude towards proper care of the brain. This study investigated if playing a computer game increased knowledge and interest in the brain compared with more traditional methods of learning.


METHODS
Participants included 169 children, 4-6 years old, attending either preschool or an afterschool program. Comparisons were made among computer game, story, and control groups. Outcomes included knowledge about brain function and interest in learning about the brain. Students were assessed after a single exposure and after multiple exposures to the game.


RESULTS
Results indicated that the computer game generated greater knowledge gains and higher levels of interest compared with both the story and control groups. Results were consistent across single exposure and multiple exposure data. Students in the game condition had significantly higher posttest knowledge scores compared with students in both the story (β=-0.40,t163=-5.450,P<0.001) and control condition (β=-0.57,t163=-7.812,P<0.001). For general interest items, students in the game condition reported higher levels of interest compared with the control group (β=-0.24,t164=-2.82,P<0.01). For content-specific interest, students in the game condition reported higher levels compared with the story group (t109=2.05,P<0.05).


CONCLUSIONS
This study highlights the potential value computer games play in presenting scientific and health-related content about the brain to young children.
Independent Consultant , Oakland, California.
Marieka
M
Schotland
Morphonix LLC , Sausalito, California.
Karen
K
Littman