Change is inevitable and society has seen great changes to the way it functions. The current technology revolution has changed the way people earn, communicate, work, live, study and recreate. According to Vygotsky’s socio-cultural theory, reading and learning work symbiotically together with strong influences from language and technology (Hashim & VongKulluksn, 2018). Therefore by this theory, changes in technology resonates how learning, language and literacy manifests in communities. This is evident in the way the definition of literacy has expanded. Previously the term ‘literate’ was used to describe individuals who were able to read and write. But the current definition includes the skills and knowledge required to access, use, understand and express ideas, thoughts and feelings, across multiple modalities, and in all contexts of life (ACARA, 2014). The broadening of the definition is directly related to the evolving nature of technology and its impact upon the way literature and books are read, comprehended and evaluated (Sargeant, 2015; Jabr, 2015).
sik-life / Pixabay – The metamorphsis of the book
The concept of the book changes with every technology revolution and corresponding societal change. From prehistoric stone tablets, to Ancient Egyptian papyrus and Roman vellum scrolls, to the innovative Gutenberg printing press, books have evolved with technology, and at each transformation, the reading paradigm changes (Mangen, Walgermo & Bronnick, 2013). The modern definition of a book can include the traditional paper form, as well as electronic versions that can be read on devices such as mobile phones, tablets and laptops along with audiobooks, online books, and other digital products such as applications and websites (Springen, 2010). This emergence of these new digital texts require additional skills and strategies in order for the reader to comprehend the narrative (Jabr, 2015; Mangen et al., 2013; Sekeres & Watson, 2011). As part of evidence based practice, secondary school teachers are encouraged to adapt their pedagogical practices to address these technological and societal changes to ensure that their students possess the relevant skills and strategies to become active participants in society.
geralt / Pixabay – A is for Apple, B is for Ball…
Reading has often been characterised as the product of an individual’s ability to decode and comprehend the text and is viewed as a fundamental human skill (Moore & Cahill, 2016, p.4). Engagement in reading is linked to improved student learning and long term academic success (Moore & Cahill, 2016; Hashim & VongKulluksn, 2018). Unfortunately many teenagers and young adults are reluctant to read and this reluctance can impact their education as well as their social capital and identity formation (Moore & Cahill, 2016). Many education departments across the world have increased funding for technology in schools to boost literacy and reading rates in an effort to halt declining literacy (Keen, 2016). In turn, educators seek to identify pedagogical practices that will increase student motivation for reading and in turn, improve overall literacy.
Technology has been often cited for its ability to improve educational outcomes due to its engaging format. Morris & Cahill (2016) has determined that technology has a stronger preference in secondary compared to primary aged students. Since motivation to read and cognitive experiences when reading works via a positive feedback mechanism, it makes sense that digital literature should lead to increased reading rates and improved literacy (Hashim & VongKulluksn, 2018). Furthermore, Taylor (2018) suggests that the complex nature of digital storytelling is suitable for teenagers as they are familiar with using devices and are comfortable switching between screens and print.
janeb13 / Pixabay – Portability of Ebooks
Technology in literature, also known as digital literature, encompasses ebooks, audiobooks, interactive media and mobile applications. Each of these technologies, delivers narratives in their own individual way and requires a variety of skills and strategies for decoding and comprehension. Many teachers and teacher librarians are tasked with identifying technology based literature in an effort to increase engagement and improve educational outcomes.
Sargeant (2015) defines an ebook as the static digitised version of a print text with its familiar features of virtual pages, book gutters and page turning animation. Access to ebooks can occur both onsite and offsite as they can be retrieved and delivered digitally to mobile devices with embedded features (Hashim & VongKulluksn, 2018). Examples include Kindle application, where ebooks purchased from Amazon can be accessed through, or BorrowBox and Wheelers, that allow for borrowing of titles and are often affiliated with public and school libraries. Some ebooks for older readers have various levels of interactivity, such as hyperlinks and in built media are commonly found in secondary expository or information texts such as text books (Sargeant, 2015). Their increased popularity with older readers is due to portability and ability to retain text anonymity (Dickenson, 2014). But ebooks that are designed for younger and less literate readers have lower levels of interactivity and contain more skeuomorphic features to reduce distraction from the main point (Sargeant, 2015) .
Jeon (2012) promotes the use of ebooks in schools as they support academic instruction, are time efficient as well as provide a dynamic and cost effective way of managing a collection. Ebooks can also be integrated into library management systems and thus are available for to be borrowed by students at any time, including in times of pandemics and forced isolation (Jeon, 2012). These apps are designed to assist readers in retaining anonymity in title choice, as well as allow access to a wide range of reading levels which encourages independent reading and promotes bibliotherapy (Hashim & VongKulluksn, 2018).
Audiobooks are increasing in popularity with readers from all generations (Moore & Cahill, 2016). The most prevalent use of audiobooks in schools are, students with low literacy and learning difficulties as well as second language learners (Moore & Cahill, 2016, p.5). Hiebert, as cited in Moore & Cahill (2016) argued that language and the fundamentals of narratives can be conveyed through auditory processes, as language-comprehension system in the brain permits text engagement and comprehension (p.3-4). Other benefits to the implementation of audiobooks in teaching and learning processes include, improving vocabulary, promoting oral language, as well as strengthening links between oral and written literacies (Moore & Cahill, 2016, p.4). Audiobooks can be easily accessed on personal devices and offer the same level of anonymity as achieved by ebooks. Anonymity is very important in secondary schools, particularly for students with low literacy who need to access ‘different’ texts (Dickenson, 2014).
Whilst there are many different reasons why students struggle to read, the most common reasons in secondary schools include, insufficient vocabulary, incorrect decoding and a lack of fluency (Moore & Cahill, 2016, p.5). Access to audiobooks allows students who struggle with the aforementioned inadequacies to engage with the text and develop their reading accuracy as well as potentially improving any behavioural management that arises from disengagement and disenfranchisement (Moore & Cahill, 2016, p.6). Audiobooks address these needs and therefore it is possible to surmise that this technology is able to provide the reader the same rich experience that is afforded by print text.
472301 / Pixabay – Mobile applications
Interactive media (IM) has exploded in recent years and this is impacting teaching and learning (Cullen, 2015). Some examples of interactive media include digital books, online books, book applications and websites. Lamb & Johnson (2010) argue that IM causes readers to shift from being passive receivers to active participants. This is because IM is able to engage students in the content via multiple entry points and therefore encourages learning through experience and experimentation (Lamb & Johnson, 2010; Cullen, 2015). IM narratives are able to tell dual stories, as well as bring the images to life whilst providing a brilliant way to connect emerging technologies to the curriculum (Cullen, 2015; Taylor, 2018).
One example of IM are book applications (apps). Book apps are software programs that are designed to engage students by delivering high levels of interactive media rich content (Sargeant, 2015). They integrate multiple modes of communication so that the text and visuals are fused to create a story that requires the reader to transform into a user by their interaction in the narrative with a touch screen (Sargeant, 2015). This process of action and outcome is based upon gamification principles already present in the rewards based system currently practiced across most school systems. Gamification uses extrinsic motivation in learning and teaching practice. But Briggs (2016) cautions the use of gamification in assessment. The reason for this caution is that the motivation to succeed arises from the low personal stakes the reader has with the text, as well as the elusive but reachable goals.
IM has the capacity to cater to the needs of a varied classroom because of a student’s ability to work at an individual pace and the multiple entry points allows for differentiation. There is also a possibility for educators to use IM to create scenarios, as a mechanism to introduce students to new units of work, or introduce assessment pieces in an engaging format (Lamb & Johnson, 2010). Cullen (2015) believes that application led learning bolsters motivation and engagement in students, which is essential for improved learning experiences and positive outcomes.
There are valid contraindications to the use of technology in educational settings. Studies have shown comprehension is lower in narratives and expository texts when a device is used (Jeon, 2012; Mangen et al., 2013). Jeon (2012) believes that within some forms of technology, the complex nature and formatting of the text causes too great a cognitive load on students and thus it negatively affects comprehension. Hashim & VongKulluksn (2018) concur and point out that students often become distracted in their attempt to multitask on devices, which leads to decreased metacognitive regulation and reduces text completion.
The format of text is also important for comprehension. Digital literature in all forms have lower comprehension rates in comparison to traditional texts (Jeon, 2012; Mangen et al., 2013). One of the other main reasons for this unfavourable comparison is visual ergonomics. Visual ergonomics, such as lowered spatial stability, leads to a negative mental representation of the text (Mangen et al., 2013, p.66). Good readers have a high mental recall of information positioning in text. Consequently, limited mental representation restricts recall and makes it harder for students to construct new banks of knowledge from individual pieces of information. One suggestion to combat this limitation and to promote a more equitable approach in classrooms is to limit digital reading to short extracts only, and it to be of low stakes value rather than summative assessment (Mangen et al., 2013, p.66).
I obviously have not taken my own advice and have written an epic instead of a synopsis!
Hashim & VongKulluksn (2018) suggests that whilst e-readers provide context and analysis, it lacks the social factor that discussion groups and literature circles provide. There is also an implication that educators fail to treat e-readers like they treat print texts, and therefore provide less scaffolding to students leading to lower comprehension rates. This failure could be due to a lack of personal knowledge to the functionality of e-readers, or simply that teachers are not physically able to see how much of the text the student has engaged with and thus forget to offer assistance (Hashim & VongKulluksn, 2018). Therefore, in the interests of equity, it is important that ebooks are scaffolded in the same way as a print books because, as students gain mastery in their reading, scaffolding can be adjusted to help their progress from a low to a higher mental function (Hashim & VongKulluksn, 2018).
geralt / Pixabay – Pedagogy matters
There are other obstacles to using ebooks in educational settings. Primarily, students are not motivated to use e-readers for learning. This could be due to the fact that e-readers are no longer considered a novelty, that devices themselves are commonplace, and lastly, that traditional texts actually provide greater enjoyment than digital literature (Hashim & VongKulluksn, 2018). Ebooks have also been known to cause eye irritation which in turn reduces surface legibility, and increases eye strain and mental fatigue (Jeon, 2012). These physical demands lead to an increased error rate and reduces overall comprehension, which in turn leads to a lower perception of ereaders and ebooks (Jeon, 2012). Other than diminishing comprehension, ebooks can also be seen as tedious in comparison to other entertainment found on devices (Jeon, 2012). Though there is some suggestion that digital natives are resistant to these issues as they are more familiar with technology (Jeon, 2012).
Some educators are reluctant to provide audiobooks to their students in lieu of print texts as they can be viewed as ‘cheating’. But Dahl (2016) disagrees with and finds that audiobooks provide the same learning experience as reading after a certain level of literacy has been reached. This is based upon the theory that the decoding specific to reading becomes instinctive after a certain point in literacy is achieved (Dahl, 2016). The reasoning is that ‘reading comprehension’ is similar to ‘auditory comprehension’ and that echoic memory is comparable to the visual system of eye regression, though the concept of ‘flipping back’ is a bit more problematic in an audiobook (Dahl, 2016).
The current predominate argument surrounding school is that digital media will engage reluctant readers and therefore improve learning outcomes (Springen, 2010; Cullen, 2015). But some educators argue that these alternative texts lack equity as they are limited to students and schools with digital access and financial security (Sekeres & Watson, 2011). Sekeres & Watson (2011) even go further to suggest that educators need to be aware that children are often targeted as consumers in their own right and therefore teachers need to be circumspect when they select digital literature that it actually leads to learning and not just entertainment.
From a school collection perspective there are significant issues with ebooks and audiobooks, namely access and cost (O’Connell, Bates & Mitchell, 2015). This is due to the fact that both ebooks and audiobooks require a personal device such as a mobile phone or tablet and many younger students do not have that level of access. They also require a financial contribution and or a library membership, which again can be limiting for younger students to practice their digital literacy skills. One suggestion to address the rising cost of digital literature is to promote public library memberships in schools. Students who have library memberships at school, local and state libraries, have access to a wide range of texts in both print and digital formats. Some larger institutions also offer electronic access to databases and periodicals which is very useful for secondary students. This reduces the cost to the individual and school systems without limiting access to information.
Licencing and leasing are problematic when it comes to digital literature. Physical books are bought by the library, require no device to use, and are useful till the book gets lost, deselected or falls into disrepair. Ebooks in comparison, are either downloaded (purchased), or borrowed and both require a device and the internet to be used. These devices, such as iPods, ereaders, laptops and tablets can be quite expensive for school libraries and students to purchase and maintain (Gray, 2017). Additionally, if a school library chooses to use a platform such as Borrowbox or Wheelers as their access point for ebooks and audiobooks, they are limited by that publisher’s collection as to what titles meet the developmental needs of the students and curriculum requirements (Gray, 2017). Teacher librarians need to be cautious when selecting platforms for digital literature that they are not limiting their readers to resources based upon publishing contracts and nepotism. Furthermore, the school may not own ‘loaned titles’ and may have to pay a leasing or access fee on a yearly basis. So whilst there seems to be great flexibility, especially with regards to remote access, there can be some stringent financial restraints for schools when it comes to building a robust ebook and audiobook collection.
O’Connell, Bates & Mitchell (2015) suggest that the goal of school libraries is to adapt to the digital needs of the student cohort, which means that the reading culture has to be addressed as well as ensuring a divergence of media is available. Therefore, teacher librarians and school library collections are tasked with ensuring students are given ample access to the different forms of media for teaching and learning across the curriculum as well as for recreational purposes. This means access to both traditional and digital forms of literature. But promotion of wide reading programs and access to emerging literature trends needs to be buttressed by pedagogical practices that support reading and comprehension across the various domains.
The question for teachers, teacher librarians and other educators is that will these new media forms benefit the teaching and learning practices in classrooms, and more specifically, secondary classrooms? It is clearly evident that the information revolution has changed the way society is functioning. Therefore it is important that students gain the skills and knowledge to succeed in this modern world. From the evidence provided, secondary students are more receptive to digital literature because of its engaging format, portability and text anonymity. But many lack the reading and comprehension skills to fully understand the nature of the text and therefore are at a literacy disadvantage. Educators need to recall the importance of culture and tools in Vygotsky’s theory of learning and provide access to a range of literature across the various forms of media. The reading paradigm has changed and teachers must change their teaching and learning to suit this new world.
Australian Curriculum, Assessment and Reporting Authority (2018). Literacy. In Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/introduction
Dahl, M. (2016, August 10). To your brain, listening to a book is pretty much the same as reading it. The Cut. Retrieved from https://www.thecut.com/2016/08/listening-to-a-book-instead-of-reading-isnt-cheating.html
Dickenson, D. (2014). Children and reading: Literature review. Australia Council 2014. Retrieved August 2016.
Gray, M. (2017). Ebooks: To subscribe or not to subscribe? Connections, 101. Retrieved from scis.data.com/connections/issue-101/ebooks-to-subscribe-or-not-to-subscribe
Hashim, A & VongKulluskn, V. (2018). E reader apps and reading engagement: A descriptive case study. Computers and Education, 125, pp.358-375. Retrieved from https://www.journals.elsevier.com/computers-and-education/
Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American.
Jeon, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. doi: 10.1108/02640471211241663
Keen, N. (2016). Stopping the slide: improving reading rates in the middle school. Connections, 99. Retrieved from https://www.scisdata.com/connections/issue-99/stopping-the-slide-improving-reading-rates-in-the-middle-school/
Lamb, A., & Johnson, L. (2010). Divergent convergence part 2: Cross-genre, multi-platform, transmedia experiences in school libraries.Teacher Librarian, 38(1), 64-69. Retrieved from http://teacherlibrarian.com/
Cullen, M. (2015, December 21). How is interactive media changing the way children learn. In EducationTechnology. Retrieved from https://educationtechnologysolutions.com.au/2015/12/how-is-interactive-media-changing-the-way-children-learn/
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Sekeres, D. c. & Watson, C. (2011). New literacies and multimediacy: The immersive universe of the 39 Clues. Children’s Literature in Education, 42, 256-273. Doi: 10.1007/s10583-011-9133-4
Springen, K. (2010, July 19). The digital revolution in children’s publishing. Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/43879-the-digital-revolution-in-children-s-publishing.html.


Executive functions provide the necessary base for learning and development.
They are the brain functions that enable us to focus, plan and organize our behavior.
Because of them, we are able to reflect upon things we do, learn from experience, embrace different perspectives, and pursue and achieve our goals.
Executive functions are important for kids to handle many different situations in life: with family and friends, on a playground or in school.
They are considered to be the basis of what we consider to be creative thinking, innovativeness, good organization and time management, growth or goal-oriented mindset, emotional intelligence and effective communication.
Anybody would agree that these are the necessary skills to succeed in the 21st century!
By helping your child develop them, you are helping them succeed in life.
Table of Contents
- Where are the Executive Functions?
- What exactly do we want to help our kids improve?
- Activities for Infants
- Activities for Toddlers
- Activities for Kids in Kindergarten and Preschool
- Activities for Kids in Primary and Middle School
- It’s important to remember that….
Where are the Executive Functions?
Executive functions take place in the prefrontal cortex.
This part of the brain is the last one to develop. It is responsible for the exchange of information across high-level areas of the brain.
It allows us to use our accumulated knowledge to find solutions for situations as they arise, to plan behavior and act towards a desired goal.
To form these connections, the prefrontal cortex needs to experience challenges, to learn and grow. Because of this, we need to continuously expose our kids to various growth-promoting experiences.
Providing these experiences is especially important in the first years of our lives due to increased brain plasticity.
What exactly do we want to help our kids improve?
Well, executive function skills cover three important sets of functions. Each of these sets of functions plays a crucial role in our learning experiences. They are:
- Working memory –short-term memory storage that we use to manipulate information that is necessary to find solutions to problems at hand
- Cognitive flexibility – which is necessary for us to be able to take different perspectives into account, modify our strategies in problem-solving or decision-making and think creatively
- Self-control or Impulse-control – which is necessary for us to retain our focus, remove distractions, resist temptations, control impulsiveness, respond and act with calm and consideration
Here are some of the activities that can help you facilitate the development of executive functions with your children. Use them creatively!
Activities for Infants
There are many different activities that can facilitate the development of executive functions early in your child’s development.
1. Lap games with hand clapping
Our parents and grandparents might have been using these for the purpose of just playing with us without realizing how impactful they are for our early abilities to focus and engage in the activity.
While you are clapping hands to a rhythm, your child learns how to set the pace for clapping along with your singing or talking. At the very beginning, they will either not clap or clap constantly.
This is where they are starting to learn a skill that helps us control their impulses to do something right away. At the same time, they are learning how to stay concentrated on what you are doing with them.
In the beginning, we are the ones navigating our children’s control system. As they grow, they learn how to coordinate their clapping.
This is one of the basic games you can play early on that is useful for your child’s working memory.
They need to remember who is hiding (to keep both you and the game long enough in their working memory!) If you try hiding and you don’t reappear shortly after you’re gone, most babies will get distracted by something else or start crying out of frustration.
They need to develop the ability to stay focused on your hiding long enough to wait for you to reappear or to go look for you.
This game also helps your baby learn to anticipate where you are and the moment in which you will reveal yourself. With that, your child is learning how to manage how to control their frustration, sustain their reaction and wait for you.
3. Hiding toys and objects
The same as in a peek-a-boo game, you can help your child improve working memory, attention span and self-control by hiding the toys and play the game of looking for them.
At first, you’ll be hiding them under the cloth or behind their back or under the chair – places where they can easily find them.
Where is the ball? Where did it go?
Is it here? No! And Here? Oh, yes – here is the ball!
Playing with them and engaging them verbally helps them with speech development too.
4. Singing along with fingerplay
You are probably familiar with songs like Itsy Bitsy Spider.
Singing songs like Itsy Bitsy Spider is an excellent example of activity through which you work on concentration, working memory, self-regulation and speech development.
Sit behind your child and use their hands to imitate the movement. They need your assistance to get used to the activity.
5. And now you do it!
Imitation games of any sort are beneficial for different reasons.
- First is the interaction with other people. The child learns to wait their turn to do something.
- Second, the child needs to be focusing on what you’re doing and remember it before they have a shot at it.
- Third, they need to make a coordinated action to make their move.
These games can include putting things in a box, one at a time. If the child is rushing and throwing in two at a time, ask them to hold on and wait. Indicate that that’s not how the game works.
These games can also be verbal. Singing verses together and having them shout “la la la” or “hey” when it’s time for that part of the song helps them also with auditory attention and memory.
6. Sensory activities
In the first years of our lives, a lot of learning is happening non-verbally. By allowing your child to touch and feel, to examine colors, shapes and texture, you are nurturing their curiosity about the world.
Try to use words to attach verbal sense to what they are touching: “Oh, that is soft!” This way you are also helping them develop speech by learning new words and their meanings through practical, sensory experience (which makes it easier for them to remember!)
Activities for Toddlers
The period between 18 and 36 months is quite turbulent in terms of changes going on with your child. They seem to be growing and maturing faster than ever!
They become more physically active and their speech develops along with their motor skills. In this period, they need as many growth-promoting activities that will challenge them and help them learn as possible.
Here are some of them:
7. Simple board games
Board games are fun for the whole family!
When participating in playing a board game with others, a child needs to pay close attention to the rules of the game, wait their turn, accept when they are losing but also try hard to win. A child also gets to see how others are behaving in a game, which gives you a chance to model desired behaviors.
Board games continue to be useful for older ages too. Many board games require planning, prioritizing, and forming a winning strategy. Continue to use them through your child’s development.
Check out the selection of games by Understood.org for inspiration!
8. Coloring and Drawing Fun
Coloring and drawing are activities done on paper, which require a child to sit down and concentrate on the activity in front of them.
Coloring books or drawing worksheets for toddlers (that can be found online for free!) are not only fun for them and good for practicing focus and impulse-control, but are also great for practicing fine motor skills.
9. Simple chores
Whenever you can get your child involved in doing something around the house, do not hesitate to do so!
Through these activities, they are learning to listen to instructions, remember them and organize their action to do what they are asked to. It is good for their attention, working memory and self-regulation skills.
Any kind of sorting chore can be extremely useful for developing executive functions. Sorting out laundry can be an activity in which they can participate with you.
“Put all of the socks on that side and then try to match them.”
You might end up with pairs of different socks, but, your child is learning a lot!
10. Singing songs that include choreographies
Songs are great for practicing working memory.
Singing them requires a child to hold words of a song in their working memory and organize their movement at the same time. Here are some examples of songs: The Hokey Pokey, Teddy bear, Head, shoulders, Knees and Toes.
These songs are also useful in developing speech, as they introduce new words and meanings.
It’s always more fun to do them with your child, so feel ready to awaken your playfulness and join the dance!
11. As if Games
Imaginary play is beyond important for developing cognitive flexibility.
Allowing the objects to serve more than just their primary function is the base of new inventions!
Play along with your children. Ride brooms or make airplanes out of spoons – provide as many materials and household objects to inspire them to think creatively as possible!
However, even in those situations when there’s no object that you’re using, you can play guessing games, pose interesting “what if” questions, ask them to imagine themselves being in different situations… The chances are that you as an adult will have fun too!
To put a puzzle together you need to focus, identify the pieces and connect them. Meanwhile, you need to be observant enough to spot that some pieces do not go together and try different ones.
This is an activity for different aspects of executive functioning: attention, working memory, impulse-control and cognitive flexibility.
Activities for Kids in Kindergarten and Preschool
This is the period in which you’ll see your child’s cognitive skills maturing quicker than ever. Their curiosity about the world develops as they ask questions and discover what’s around them. This is the process that needs facilitation and support.
At the same time, it is important to allow them to move and run and channel their physical energy in a constructive way.
This is the time when children need to be engaged in those activities that can help them improve their fine motor skills. They are highly unlikely to think of what to build, and this is where your role as a parent is very important.
Try to find something that matches your child’s interest that is challenging enough, but relatively easy to build. This can be something you can do with your child as a way to spend time together constructively.
By doing crafts, a child learns a lot about analyzing the material they have, planning and organizing their actions, asking for help, problem-solving and time-management.
14. Watching animated movies
Animated movies that are adapted to children can be a source of new topics for you and your child.
To be able to talk about the movie, a child needs to pay attention to what’s going on in it. So, after the movie has finished, try to initiate a conversation about it.
Questions such as, “Remember what happened at the beginning?”, require them to recall the events in the movie and place them on a timeline. This is a good practice for storytelling (and a good exercise for a child’s working memory!)
15. Role Play
At this age, kids are learning how to look at situations from somebody else’s point of view. This makes it a good time to introduce different perspectives through creative play. How is it to be a doctor or a vet? Or a teacher? Or a mom?
Try to provide kits to encourage this kind of role play. Medical kits, chock and board, baby bottle and a towel, etc. Play along!
Act as their patient, bring a toy animal to their “office” for examination, ask them to cook something for you… This will make a game more interesting and more useful for their development.
Stories can be told in many different ways – through books, videos, a walk around the park or visit to the museum or theater. The key is that you expose kids to storytelling and help them learn how to listen, remember and retell them.
After they hear a story, ask them to make something out of it – to draw something that reminds them of a story, to act as if they are the character from it or to tell you the most interesting bits from it.
17. Music and movement
Play songs, and have them learn and sing along. If you add movement to that, you will be helping your child learn how to coordinate words and physical movements. A Freeze game is a very cool one to practice impulse-control. You can make it easier or harder by instructing kids to freeze in a certain position.
Activities such as clapping rhythms are great for kids this age. The examples of these are: Miss Mary Mack or Down Down Baby
18. Problem solving tasks
Mazes, puzzles, draw in steps and other tasks on paper can be quite interesting for kids this age. They help with fine motor skills, but are also great for attention, working memory and their cognitive flexibility.
There are many exercises to be found in printable forms online for free, shared by various contributors. You can print them at home and have them ready for your kid to use at any time.
You can also use variations of memory or guessing games. Treasure hunts, games of investigation and finding clues are also great for the purpose of developing executive functions.
19. Science for kids
Doing experiments at home is another great way to engage your kids in learning about the world. How do these improve their executive functioning?
Well, they need to analyze what is necessary for the experiment, what happened in it, what the results are and to be ready to repeat it independently.
There are many cool videos online that you can use as inspiration!
Activities for Kids in Primary and Middle School
This might be the time when you, as parent, start seeing and hearing about executive functions everywhere. If you haven’t been thinking much about them before, this is the point where you just cannot miss them.
This is also a time when challenges you thought weren’t a big deal may start being reflected in your child’s academic performance.
Not having enough attention to do a puzzle might have seemed like something you could tolerate, but lacking focus to finish homework is something you feel you need to do something about. School puts executive function skills to the test, and that test has immediate scores – visible through academic performance.
However, if it is the executive skills that are causing problems, more and more homework and persuasion is highly unlikely to produce improvement. This is why, beside working on study skills, make sure that you have time to invest in other activities that help the improvement of executive functions.
In fact, these activities employ the same skills that are necessary for schooling and academic success – and that is because they help improve attention, memory, cognitive flexibility and impulse-control.
20. Exploring Interests
Kids are passionately curious beings. Unfortunately, schools sometimes have a hard time bringing children’s interests into the curriculum. This is why it is important that we provide them with experiences where they can explore and research.
This is what good teachers do well! They use things kids are interested in to help them learn how to structure their quest for knowledge. They teach how to find and use different materials, from encyclopedias, to online videos, to conversation with others.
Along with that, they teach how to collect and record the information they learn. At the end, they encourage them to share their knowledge with others.
So, let’s say that your child is interested in rocks. Talk to them about where they could find them, and how they could collect them and learn more about them. Help them look for the information and join them in their research.
Helping them put the process down, based on their practical experience, allows transference of the same process of learning to school.
21. Organized Sports – Team or Individual
Organized sports are structured activity in which you need to work with others or on your own to make the best of the game. This is where you need to listen carefully, invest effort, stay focused and try as hard as you can.
Sports are not only good for your child’s physical health but are also a great learning experience. They promote growth-mindset, and encourage kids to stay on task, focused and determined, but also to adapt to the group or surroundings, understand the rules and restrictions and follow them.
22. Games involving strategy
Many kids are, unfortunately, glued to screens. This is why parents sometimes find it hard to motivate them to do something that is not online or digital.
Well, if you feel like you are in that situation, there’s still something you can do. Games that involve strategic approach serve well for the improvement of executive functions. Here’s why:
- They require planning and prioritizing
- They require monitoring of progress and the gratification is delayed
- They require evaluation of the progress and revisions in case something goes wrong
- They need to patiently wait for the fruits of their labor
All of these actions require executive function skills.
Use those games that might also have something educational about them. Joining your child in playing games might also help you understand better how to adapt the game or suggest a new one so that it’s more engaging and growth-promoting.
23. Projects around the house
Everything from cleaning a room to working around the yard is a useful activity for practicing executive functions. Projects (no matter what their nature is) involve planning of steps, execution and monitoring.
Assigning certain chores to your kids helps them be more accountable and helps them take ownership of their work. Plus, it keeps them active and busy.
24. Crossword, 3-D and other puzzles
Puzzles are great for improving a child’s reasoning.
They help set the mind in the problem-solving mode that is necessary for almost all school assignments. They are also very useful for improving attention span and working memory.
Working on them together brings interaction into play. That is a good way to connect with your child, to teach them strategies on how to approach the problem and work through to a solution.
25. Yoga, martial arts and meditation
These activities are useful in managing impulsiveness, reflecting upon your actions and learning to understand your own self-talk.
The combination of aerobic activity and addressing emotional, social and character development is what makes activities such as yoga or martial arts so efficient for improving executive functions.
Here’s one Navy SEAL breathing activity that can be used by both kids and adults:
- Expel all of the air from your chest. Keep your lungs empty for a four-count hold.
- Inhale through the nose for four counts. Hold the air in your lungs for a four-count hold.
- While holding your breath, maintain an expansive, open feeling even though you are not inhaling.
- When ready, release the hold and exhale smoothly through your nose for four counts.
It’s important to remember that….
…Executive functions develop throughout our whole life. Some functions, such as working memory, develop faster than others. Some take more time and experience, such as cognitive flexibility.
As a parent, you play a crucial role in your child’s development. Your child needs you to stick with them on that journey.
These activities are just some of the many that we are sure you can discover with your child.
Use your own playfulness to add to them, and adapt them to your child’s needs and interests. Employ your executive function skills to help them organize new adventures, invent new ways to play, learn and think creatively.
Learning is the best when it’s fun!
- Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current directions in psychological science, 21(5), 335-341.
- Divine, M. (2016). Breathing Technique for Calm: Tips from a Navy Seal.


The Use of Gamification in Education: Enhancing Learning Through Engagement
In an era characterized by rapid technological advancements and evolving educational paradigms, the integration of gamification in education has emerged as a transformative force. The traditional model of education, often marked by passive learning and disengaged students, is being reimagined through the infusion of game elements and principles. Gamification, the art of applying gaming dynamics to non-game contexts, offers the promise of enhanced learning experiences by capturing and sustaining students’ attention, fostering motivation, and promoting active participation. As educators and institutions seek innovative ways to meet the diverse needs of today’s learners, the use of gamification emerges as a compelling strategy to bridge the engagement gap and empower students to become active agents in their own educational journeys. In the rest of this article, we will explore the use of gamification in education: enhancing learning through engagement.
1. Origins of Gamification in Education:
Gamification in education has its roots in the intrinsic human desire for competition, achievement, and mastery. To understand its historical background, we can trace its origins to the early 2000s when the term “gamification” was coined and its subsequent rise in popularity in the early 2010s due to digital technologies.
The term “gamification” was first introduced by Nick Pelling in 2002. Pelling, a British computer programmer and inventor, used this term to describe the application of game elements and principles to non-game contexts. Although Pelling’s work was not directly related to education, it laid the foundation for the concept of gamification as we know it today.
Pelling’s idea was a precursor to the use of game mechanics and strategies in educational settings. His recognition of the potential to make tasks more engaging and enjoyable by incorporating elements commonly found in games was a significant step toward the gamification of education.
While the term “gamification” was coined earlier, it wasn’t until the early 2010s that gamification gained widespread recognition and popularity. This surge in interest can be attributed to the rapid advancement of digital technologies and the proliferation of online games during this period.
Deterding, Dixon, Khaled, and Nacke (2011) conducted foundational research on gamification. They recognized that the convergence of digital technology and gamification principles had the potential to transform various fields, including education. The widespread use of smartphones, tablets, and computers made it easier than ever to incorporate gamified elements into educational experiences.
The appeal of digital games, particularly among younger generations, highlighted the potential for harnessing the motivational and engagement aspects of gaming to improve learning outcomes. As educators and researchers began to explore these possibilities, gamification in education started to gain traction as a viable and promising approach to enhance the learning process.
2. Key Elements of Gamification:
To understand the essential components of gamification in education, it’s crucial to delve deeper into each element and explore how they contribute to creating engaging and effective learning experiences.
2.1 Game Mechanics (Zichermann & Cunningham, 2011): Game mechanics are the foundational rules and systems that define how a game operates. In the context of gamification in education, game mechanics are adapted and integrated to motivate and engage students. Some key game mechanics include:
- Points: Students earn points for completing tasks or achieving milestones. Points serve as a measure of progress and can be used to reward and recognize achievements.
- Badges: Badges are digital representations of achievements or skills acquired. They act as visible symbols of accomplishment and can motivate students to strive for more.
- Leaderboards: Leaderboards display the performance of students in comparison to their peers. They encourage healthy competition and can drive students to excel.
- Rewards: Rewards can take various forms, such as virtual items, privileges, or access to additional content. They provide incentives for students to participate and excel in learning activities.
2.2 Narrative and Storytelling (Gee, 2003): Narrative and storytelling techniques are powerful tools in gamification that help immerse students in the learning experience. Educational content is embedded within a compelling narrative, making it more engaging and memorable. Here’s how narrative and storytelling contribute to gamification:
- Emotional Connection: Stories evoke emotions, making students more invested in the content and characters, which enhances retention.
- Contextual Learning: The narrative provides context for the material, helping students understand its real-world applications.
- Conflict and Resolution: Stories often involve challenges and problem-solving, which align with educational goals and promote critical thinking.
2.3 Feedback Loops (Hamari, Koivisto, & Sarsa, 2014): Feedback loops in gamification provide students with immediate and relevant information about their performance. This feedback is essential for several reasons:
- Progress Tracking: Students can see how they are progressing, which helps them set goals and stay motivated.
- Error Correction: Immediate feedback allows students to identify and correct mistakes quickly, facilitating learning.
- Reinforcement: Positive feedback reinforces desired behaviors, encouraging students to continue engaging with the material.
2.4 Challenges and Goals (Deterding et al., 2011): Challenges and goals are integral to gamification as they provide students with a sense of purpose and direction. They are structured tasks or objectives that students aim to achieve:
- Clear Objectives: Challenges and goals set clear expectations for what students need to accomplish, reducing ambiguity.
- Progression: Gradually increasing the complexity of challenges keeps students engaged and motivated to advance.
- Achievement: Achieving goals and overcoming challenges provides a sense of accomplishment and satisfaction.
2.5 Choice and Autonomy (Deci & Ryan, 1985): Choice and autonomy in gamified learning experiences empower students by giving them control over certain aspects of their learning journey:
- Personalization: Students can choose their paths, topics of interest, or even the order in which they tackle challenges.
- Ownership: Autonomy fosters a sense of ownership and responsibility for learning outcomes, making students more invested.
- Motivation: When students have a say in their learning, they are more likely to be motivated and engaged.
3. Benefits of Gamification in Education:
Gamification in education offers a myriad of benefits that positively impact student engagement, retention, personalization, skill development, and data-driven decision-making. Let’s explore each of these advantages:
3.1 Increased Engagement: Gamification has a remarkable ability to captivate and maintain students’ attention, making the learning experience more enjoyable and immersive.
- Captivating Attention (Anderson & Dill, 2000): Gamification leverages elements like points, badges, leaderboards, and rewards to create an engaging environment. Students are drawn into the activities as they strive to earn rewards and compete with peers.
- Higher Motivation (Landers & Callan, 2014): The competitive and rewarding nature of gamification motivates students to actively participate in educational tasks. They become more motivated to complete assignments and achieve better results.
3.2 Enhanced Retention and Comprehension: Gamification improves students’ ability to remember and understand complex concepts through storytelling and immediate feedback.
- Role of Storytelling (Sadoski et al., 1999): Incorporating storytelling in gamified learning experiences helps students connect emotionally to the content. This emotional engagement enhances memory retention, making it easier for students to recall information.
- Immediate Feedback (Hattie & Timperley, 2007): Gamification provides students with instant feedback on their performance. This timely information allows students to correct mistakes, adjust their approach, and reinforce their learning.
3.3 Personalized Learning: Gamification enables tailored learning experiences that cater to individual student needs and preferences.
- Tailored Learning (Huang et al., 2016): Gamified platforms can adapt content and challenges based on a student’s progress and performance. This personalization ensures that students receive content at their appropriate skill level, reducing frustration and boredom.
- Adaptive Challenges (Van Eck, 2006): Gamification often incorporates adaptive challenges that become more challenging as students advance. This ensures that learning remains engaging and aligned with each student’s pace and skill level.
3.4 Development of Critical Skills: Gamification fosters the development of essential 21st-century skills, preparing students for success in a rapidly changing world.
- Cultivating 21st-Century Skills (Steinkuehler & Duncan, 2008): Gamified learning experiences require students to collaborate, solve problems, think creatively, and adapt to changing situations. These skills are integral to success in the modern workforce and society.
- Examples of Critical Skills: Through gamification, students practice skills like teamwork, problem-solving, innovation, and adaptability. For instance, collaborative challenges in gamified environments encourage students to work together, fostering a sense of cooperation and shared goals.
3.5 Data-Driven Insights: Gamification in education allows educators to gather valuable data, enabling them to make informed decisions and provide personalized support to students.
- Gathering Data (Hamari et al., 2014): Gamified platforms collect data on student interactions, performance, and progress. This data provides insights into individual and group learning patterns, highlighting areas where students may need additional support.
- Personalized Support (Shute & Zapata-Rivera, 2012): The data collected through gamification can be used to identify struggling students early in their learning journey. Educators can then intervene with targeted support, ensuring that students receive the assistance they need to succeed.
4. Challenges and Considerations in Gamification in Education:
Gamification in education offers numerous advantages, but its successful implementation comes with various challenges and considerations. To ensure the effective integration of gamification into educational practices, educators, policymakers, and developers must address these challenges:
4.1 Implementation Challenges:
4.1.1 Designing Relevant Game Elements (Deterding et al., 2011):
- Challenge: Creating game elements that align with educational objectives can be complex. Designing tasks and rewards that genuinely enhance learning is crucial.
- Solution: Collaboration between educators and game designers can ensure that gamified elements are pedagogically sound and relevant to the curriculum.
4.1.2 Balancing Fun with Educational Content (Hamari et al., 2014):
- Challenge: There is a risk of prioritizing fun over educational content, potentially compromising the quality of learning experiences.
- Solution: Gamification should strike a balance between engagement and educational value. Game elements should enhance, rather than distract from, the learning process.
4.1.3 Ensuring Accessibility for All Students (Johnson, Adams, & Cummins, 2012):
- Challenge: Not all students have equal access to technology, which can lead to disparities in their gamified learning experiences.
- Solution: Schools and institutions should strive for equitable access to devices and internet connectivity, ensuring that gamified content is accessible to all students.
4.2 Overemphasis on Rewards:
4.2.1 The Potential Downside of Extrinsic Rewards (Deci, Koestner, & Ryan, 1999):
- Challenge: Overreliance on extrinsic rewards, such as points and badges, may diminish intrinsic motivation—the inherent satisfaction derived from learning.
- Solution: Gamification should focus on intrinsic motivation by designing activities that emphasize enjoyment, competence, and autonomy, rather than just rewards.
4.2.2 The Importance of Maintaining Intrinsic Motivation:
- Challenge: Striking a balance between extrinsic and intrinsic motivation can be challenging, but it is essential to sustain long-term engagement.
- Solution: Incorporate elements that tap into students’ innate curiosity and desire to learn, emphasizing the joy of discovery and mastery.
4.3 Technological Hurdles:
4.3.1 Addressing Issues Related to Device Availability (Kebritchi, Hirumi, & Bai, 2010):
- Challenge: Not all students have access to personal devices or reliable internet connections required for gamified learning.
- Solution: Schools can provide access to devices, offer resources for internet connectivity, or develop offline alternatives to ensure inclusivity.
4.3.2 Promoting Digital Literacy for Equitable Education (Warschauer, 2003):
- Challenge: Digital literacy is essential for effective engagement with gamified learning tools, and not all students possess these skills.
- Solution: Incorporate digital literacy training into the curriculum to empower students with the necessary skills to navigate gamified platforms effectively.
4.4 Teacher Training and Buy-In:
4.4.1 The Critical Role of Teachers in Gamified Education (Hwang & Wu, 2014):
- Challenge: Teachers may lack familiarity with gamification techniques and may be uncertain about its effectiveness.
- Solution: Provide professional development opportunities and resources for educators to gain proficiency in gamified teaching methods.
4.4.2 The Need for Training and Support for Effective Integration:
- Challenge: Successful implementation of gamification requires ongoing training and support, which can strain educational resources.
- Solution: Invest in teacher training and ongoing support, showcasing the benefits of gamified learning and helping educators integrate it effectively into their teaching practices.
5. Real-World Applications of Gamification in Education:
Gamification has found its way into various educational contexts, including traditional classrooms, online learning environments, and educational technology. These real-world applications demonstrate how gamification can be effectively employed to enhance the learning experience:
5.1 Gamified Classrooms:
5.1.1 Case Studies Showcasing Successful Implementation (Anderson, 2013):
- Illustrative Cases: In Anderson’s study, several classrooms implemented gamification to varying degrees of success. These cases highlight how gamification principles can be applied across different subjects and grade levels.
- Subject Diversity: The cases encompass a wide range of subjects, from mathematics to language arts, demonstrating that gamification is adaptable to various disciplines.
5.1.2 Examples from Various Educational Levels and Subjects:
- Elementary School: In an elementary school context, gamification might involve interactive math games that make learning arithmetic fun and engaging.
- High School: High school educators may use gamification to teach history through interactive simulations or gamified quizzes.
- Higher Education: In higher education, gamified learning experiences might include business simulations or virtual laboratories that promote problem-solving and critical thinking.
5.2 Gamified Educational Technology:
5.2.1 Overview of Popular Gamified Educational Tools (Steinkuehler & Duncan, 2008):
- Educational Games: Gamified educational tools like “Minecraft: Education Edition” and “Kahoot!” have gained popularity. These tools provide interactive, game-based learning experiences that cater to various subjects and age groups.
- Virtual Labs: Virtual laboratory platforms like “Labster” offer gamified simulations that allow students to conduct experiments and explore scientific concepts in a virtual environment.
5.2.2 Their Impact on Student Outcomes and Engagement:
- Improved Retention: Educational games often lead to better retention of information, as they create memorable experiences that link knowledge to practical application.
- Increased Engagement: Gamified educational technology captures students’ interest and maintains their focus, resulting in higher motivation levels and participation rates.
- Personalized Learning: Many gamified tools offer adaptive challenges and feedback, tailoring the learning experience to individual student needs.
5.3 Gamification in Online Learning:
5.3.1 The Rise of Online Learning and Its Connection to Gamification (Deterding et al., 2011):
- Online Learning Platforms: As online education has become increasingly prevalent, gamification has become a valuable tool for keeping remote students engaged and motivated.
- Hybrid Learning: Hybrid learning models, combining online and in-person instruction, often incorporate gamified elements to bridge the gap between digital and traditional learning.
5.3.2 Strategies and Best Practices for Incorporating Gamification into Virtual Classrooms:
- Clear Objectives: Gamified online courses should have well-defined learning objectives and tie gamified elements directly to these goals.
- Feedback Mechanisms: Incorporate feedback loops that provide students with real-time information on their progress, helping them stay on track.
- Collaborative Elements: Encourage collaboration among online learners through gamified challenges, fostering a sense of community and teamwork.
In conclusion, in the ever-evolving landscape of education, the adoption of gamification stands as a beacon of promise. It has ushered in a new era where learning is not only informative but also captivating, where students are not merely recipients of knowledge but active participants in their educational odyssey. By leveraging the power of game mechanics, storytelling, immediate feedback, personalized learning, and skill development, gamification enhances learning outcomes and equips students with vital 21st-century skills. However, as we embrace this innovative approach, it is imperative to acknowledge the challenges and ensure accessibility, balance, and intrinsic motivation. In doing so, we chart a course toward a more engaging, effective, and equitable educational landscape, where students are inspired to learn, grow, and excel.
Frequently Asked Questions [FAQs]:
What is gamification in education?
Gamification in education refers to the integration of game elements, such as points, badges, leaderboards, and rewards, into the learning experience to make it more engaging and motivating for students. It harnesses the principles of game design to enhance educational outcomes.
How does gamification benefit education?
Gamification offers several benefits in education, including increased student engagement, improved retention and comprehension of content, the development of critical skills, and the ability to gather data for personalized support and interventions.
What are some examples of gamification in the classroom?
Gamification in the classroom can take various forms. Examples include using educational games, interactive quizzes, point systems, and badges to motivate students and make learning more enjoyable. Teachers can also incorporate storytelling and narrative elements into lessons.
Is gamification suitable for all grade levels and subjects?
Yes, gamification can be adapted for different grade levels and subjects. It has been successfully implemented from elementary to higher education across a wide range of disciplines, including math, science, language arts, and even professional training.
Are there any downsides to using gamification in education?
While gamification offers many advantages, it’s essential to strike a balance between fun and educational content. Overemphasis on extrinsic rewards can diminish intrinsic motivation, so careful design is necessary to ensure that the learning experience remains meaningful.
Do all students have access to gamified learning resources?
Access to gamified learning resources can be a concern, as not all students may have access to personal devices or reliable internet connections. Schools and institutions should aim for equitable access to ensure that gamified content is accessible to all students.
What role do teachers play in gamified education?
Teachers play a critical role in implementing gamification effectively. They need training and support to integrate gamified elements into their teaching practices and provide guidance to students. Teachers can also monitor student progress and offer personalized assistance when needed.
Can gamification be used in online learning environments?
Yes, gamification is well-suited for online learning environments. It can help maintain student engagement in virtual classrooms, bridge the gap between digital and traditional learning, and provide interactive experiences that enhance online education.
How can I get started with gamification in education?
To get started with gamification in education, consider researching and adopting gamified educational tools, attending professional development workshops, and collaborating with other educators who have experience in gamified teaching methods.
What is the future of gamification in education?
The future of gamification in education looks promising, with continued innovation in the field. As technology evolves and educators gain more experience, gamification will likely become an even more integral part of modern educational practices, providing engaging and effective learning experiences for students.
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Former Student at Rajshahi University