Gwakkamole 1.2

Gwakkamole is a game designed to enhance inhibitory control, a crucial subskill of executive functions. Inhibitory control encompasses the ability to manage one's attention, behavior, thoughts, and emotions, overriding strong internal predispositions or external stimuli to act appropriately (Diamond, 2013).

Players engage in smashing avocados without hats or those tipping their hats while avoiding avocados with spiky or electric headwear.

How does this game aid learning? Executive functions encompass a set of goal-oriented cognitive processes that enable individuals to regulate, oversee, and strategize behaviors and emotions. Miyake and Friedman's model emphasizes a unified yet diverse perspective on executive functions by incorporating three interrelated components: inhibitory control, task-switching, and updating (Miyake et al., 2000).

Regarding research evidence, ours indicates that Gwakkamole effectively trains inhibitory control. Homer, B.D., Ober, T., Rose, M., MacNamara, A., Mayer, R., & Plass, J.L. (2019). "Speed Versus Accuracy: Implications of Adolescents' Neurocognitive Developments in a Digital Game to Train Executive Functions." Mind, Brain, and Education, 13(1), 41–52. DOI: 10.1111/mbe.12189

Studies have shown that executive functions correlate with performance in literacy and mathematics, contributing to long-term academic gains and readiness (Blair & Razza, 2007; Brock et al., 2009; St Clair-Thompson & Gathercole, 2006; Welsh et al., 2010). Disparities in executive functions among preschoolers from low-income versus high-income backgrounds may impact the achievement gap (Blair & Razza, 2007; Noble et al., 2007).

This game is part 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 outlined herein received support from the Institute of Education Sciences at the U.S. Department of Education through Grant R305A150417 to the University of California, Santa Barbara. The opinions expressed belong to the authors and do not necessarily reflect those of the Institute or the U.S. Department of Education.