Neuroeducación, Inteligencia Artificial y aprendizaje basado en el juego: un modelo para potenciar las funciones ejecutivas en Educación Inicial.

Vollständiger Abstract

Worum geht es in dieser Arbeit?

The development of executive functions during early childhood education provides a critical foundation for cognitive growth and future learning. Neuroeducation, game-based learning, and artificial intelligence have emerged as complementary approaches that can enrich educational practice. This study aimed to examine the relationship between game-based learning and indicators of executive function development in children enrolled in early childhood education, while also proposing a conceptual model grounded in neuroeducation and artificial intelligence. A quantitative, non-experimental, cross-sectional, correlational design was employed using a dataset of 361 preschool students from Guayas Province, Ecuador. Descriptive statistics, correlation analyses, and multiple regression models were conducted to identify the variables associated with executive function development. The findings showed that both the frequency and duration of play, together with family involvement, were positively associated with attention, memory, self-regulation, and problem-solving skills. In contrast, greater screen exposure was linked to lower performance in several cognitive processes. These results suggest that game-based learning is an effective strategy for promoting executive function development in early childhood, while artificial intelligence offers promising opportunities to personalize future educational experiences informed by neuroeducational principles.