Modified games for mental flexibility in Basic General Education

Abstract

This study analyzes adapted games designed to promote mental flexibility in general elementary education. Using a mixed-methods approach with an exploratory, basic, cross-sectional, field-based, and non-experimental design, the following data collection techniques were selected: survey and participant observation; and the following instruments were used: a structured questionnaire and a checklist, respectively. The non-probabilistic, purposive sample consisted of 63 students and 4 sixth-grade teachers. The findings indicate that teachers are confident in the benefits of modified games due to their inclusive, accessible, and age-appropriate nature, as they develop motor, social, and cognitive skills, encourage the use of strategies to address a common challenge, and increase motivation and participation. However, weaknesses were identified regarding their effectiveness in promoting cooperative work, generating creative solutions by changing the rules, and accepting changes and unforeseen events. Regarding mental flexibility, students demonstrated weaknesses in finding alternative solutions when faced with an error, learning from mistakes, changing strategies, and demonstrating a flow of ideas when confronted with a challenge. It is concluded that the effect of modified games on strengthening mental flexibility is underestimated in students’ academic and socio-emotional development.