Game-based neurotechnologies as a means of cognitive development in children within inclusive and general educational settings
Abstract
The article examines the potential of game-based neurotechnologies as an innovative means of stimulating cognitive development in children aged 3–9 years within general and inclusive educational environments. The relevance of this study is driven by the need to transform educational methods in the digital age and by the search for barrier-free technologies that promote neuroplasticity through active sensorimotor engagement. The aim of the research is the development and piloting of a web application grounded in computer vision and artificial neural network technologies, designed to create a system of contactless interaction between the child and digital content. The study employed methods of theoretical analysis of psychophysiological literature, object-oriented software architecture design, as well as empirical methods of observation and testing. The sample consisted of groups of neurotypical
children and children with special educational needs based at an inclusive resource centre. The principal outcomes of the study were the implementation of a web application featuring adaptive difficulty logic that identifies user gestures in real time, transforming gameplay into a trainer for cognitive processes.
Experimental validation confirmed a high level of emotional engagement among participants and the effectiveness of activating cognitive activity through the synergy of cognitive effort and motor activity.
The conclusions demonstrate that the use of artificial intelligence eliminates the physical barriers inherent in traditional learning and ensures equal opportunities for intellectual growth for every child. The practical significance of the work lies in the creation of an accessible toolkit for educators and rehabilitation specialists, enabling the implementation of an inclusive approach grounded in the latest advances in neuroscience and information technology
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References
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