Conectar Jugando: Board Games in Rural Elementary Classrooms (6-12 Years Old) to Improve Executive Functions

Change in visuospatial updating from baseline to post intervention. It consists of 9 trials of increasing difficulty in which colored faces move across the screen and it is necessary to remember the last position of each one.

Change in inhibition from baseline to post intervention. It is an adaptation of the classic Flanker Task in which fish must be fed by pressing the key that indicates the direction of the central fish. The inhibition measure is obtained by subtracting the reaction time of the pure block of congruent tests (5 fish going in the same direction) from the standard block that includes congruent and incongruent tests (the 4 fish that accompany the central fish can go in the same direction or the opposite)

Change in shifting from baseline to post intervention. To obtain this measure, a mixed block is included in the fish flanker task in which trials of yellow fish and trials of red fish appear. When the fish are red, the central fish should be fed. When the fish are yellow, the fish from the sides should be fed. For both conditions, congruent and incongruent tests are presented. The subtraction of the reaction time from the standard block (only congruent and incongruent reds) to the mixed block (reds and yellows) gives rise to the shifting measure

Change in academic competences from baseline to post intervention. Screening test that assesses Reading Fluency, Mathematical Fluency and Calculus in three timed written tasks

Change in behavioral executive functions from baseline to post intervention

It is a reasoning test in which series and matrices are presented that the child must complete with the available options so that the set makes sense. This measure will be used as a control variable.

Sociodemographic data (age, sex, school year and socioeconomic status)

It consists of 30 items with 5 response options ranging from 1 (Disagree) to 5 (Strongly agree). Two subscales have been considered: a) Play support; b) Academic focus. The Play Support subscale refers to parents' positive beliefs about the relevance of play for children's development and about their participation in play with children. High scores on this subscale indicate that parents enjoy play, prioritize play, and view it as a means of teaching. The Academic focus subscale is made up of elements about the parents' emphasis on academic skills and the belief that play can promote their development. The Academic focus subscale is made up of elements about the parents' emphasis on academic skills and the belief that play can promote their development. High scores on this subscale would indicate that parents see the academic role of play as important.

In this survey, parents are asked (with the help of their children) about the time their children dedicate to less-structured and recreational activities using a using a 7-point scale (from lowest to highest frequency). High scores on each item mean a higher frequency in that activity. The sum of all the scores on each item (where 1= 'Never' and 7 = 'Daily') results in a typical less-structured activity score.