Development, usability, and feasibility pilot cluster randomized controlled study of a videogame aiming to stimulate cognitive and non-cognitive skills among low-income preschoolers in Santiago, Chile

Background . Early childhood is a crucial period for mental health, with many preschoolers experiencing emotional and behavioral issues. Early interventions targeting executive functions and socio-emotional skills are essential. Digital tools, such as tablets, offer promising solutions, despite limited research. This study aims to develop and test a video game to enhance these skills in vulnerable preschoolers, assessing its feasibility, engagement, and impact. Methods . Cluster Randomized Controlled Pilot Study. Eight schools were randomly allocated to the Intervention group (Japi 1.0) and the Control group in a 1:1 ratio. A video game was developed by the research team, aiming to stimulate cognitive and non-cognitive skills. We registered problems in the functionality of the video game while implementing it and student engagement and classroom climate. Additionally, we assessed before and after the intervention cognitive and non-cognitive skills among children's psychological functioning using the parental reports over the Strengths and Difficulties Questionnaire. Results . Before implementing Japi 1.0 in the classroom, the most frequent functional problems detected by the research team were audio volume variations, abrupt changes in activity, and game freezing. Once corrected, during the implementation of an improved version, game freezing and correct answers registered as incorrect were the most frequent problems. Additionally, 26.6% of students had data not recorded on the server. The engagement with the game was high, and there were very few behavioral problems during the implementation. Most of the secondary outcomes were improved after the intervention, but no significant changes were found when compared with the control group. Conclusions . The pilot study demonstrated high student engagement and a positive classroom climate during the implementation of Japi 1.0. While initial functionality issues were identified and corrected, some technical problems persisted, including game freezing and data loss. Although improvements in cognitive and non-cognitive skills were observed post-intervention, no significant differences were found compared to the control group. These findings highlight the feasibility of using digital interventions in preschool settings but underscore the need for further refinement and a larger trial to assess the game’s full impact. Trial registration: Clinical Trials NCT07048119, February 26th, 2025. [https://www.clinicaltrials.gov/study/NCT07048119]