All You Can ET 1.2

All You Can ET is a game aimed at enhancing cognitive flexibility, a crucial subskill within executive functions. Cognitive flexibility involves the ability to shift perspectives and consider new approaches (Diamond, 2013).

Players are challenged to adhere to constantly changing rules to provide differently colored aliens with the appropriate food or beverage essential for their survival.

How does this contribute to learning?
Executive functions encompass a set of top-down, goal-oriented cognitive processes that empower individuals to regulate, oversee, and strategize behaviors and emotions. Miyake and Friedman's model aligns with a unity-and-diversity perspective on EF by encompassing three distinct yet interconnected components: inhibitory control, task-switching, and updating (Miyake et al., 2000).

What does the research indicate?
Our findings propose that All You Can ET is an effective tool for cultivating cognitive flexibility. Homer, B.D., Plass, J.L., Rose, M.C., MacNamara, A.*, Pawar, S.*, & Ober, T.M. (2019). Activating Adolescents’ “Hot” Executive Functions in a Digital Game to Train Cognitive Skills: The Effects of Age and Prior Abilities. Cognitive Development, 49, 20-32.

Studies have demonstrated the link between EF and performance in literacy and mathematics, translating into enduring advancements in academic achievement and preparedness (Blair & Razza, 2007; Brock, Rimm-Kaufman, Nathanson & Grimm, 2009; St Clair-Thompson & Gathercole, 2006; Welsh, Nix, Blair, Bierman & Nelson, 2010). Disparities in EF among preschoolers from low-income versus high-income households may contribute to the academic achievement gap (Blair & Razza, 2007; Noble, McCandliss & Farah, 2007).

This game is a component of the Smart Suite developed by New York University’s CREATE lab in partnership with the University of California, Santa Barbara, and The Graduate Center, CUNY.

The research mentioned was funded by the Institute of Education Sciences within the U.S. Department of Education through Grant R305A150417 to the University of California, Santa Barbara. The expressed views belong to the authors and do not necessarily represent those of the Institute or the U.S. Department of Education.