The purpose of this study is to explore the differences in brain activity in various types of throwing games by making encephalographic records. Three conditions of throwing games were compared looking for significant differences (simple throwing, throwing to a goal, and simultaneous throwing with another player). After signal processing, power spectral densities were compared through variance analysis (p ≤ 0.001). Significant differences were found especially in high-beta oscillations (22–30 Hz). “Goal” and “Simultaneous” throwing conditions show significantly higher values than those shown for throws without opponent. This can be explained by the higher demand for motor control and the higher arousal in competition situations. On the other hand, the high-beta records of the “Goal” condition are significantly higher than those of the “Simultaneous” throwing, which could be understood from the association of the beta waves with decision-making processes. These results support the difference in brain activity during similar games. This has several implications: opening up a path to study the effects of each specific game on brain activity and calling into question the transfer of research findings on animal play to all types of human play.

Traditional games are considered agents of enculturation. This article explores the procedure to access the cultural meanings transmitted in a traditional game. The goal is to understand what children aged 6–11 make of the game called ‘the chained bear’ and to compare the meanings retrieved with those of different traditional versions of the game. For such a purpose, through an exploratory cross-sectional study, cartoons depicting people playing the game were exhibited and viewers (n = 359; age range: 6–11; Mean age = 8.79; SD = 1.81) were asked to interpret them as a drama play, as well as contributing a title, a plot and saying how they would name the characters. The results show that, beyond the individual images that each child created in their mind, most of them coincided in stories about harassment and defense and theft and protection. These plots match those of the ludic tradition, showing that the actions evoke different pictures to each individual, but share common cultural meanings in turn. The study shows a procedure to access the meanings that traditional games transmit and confirms that games contain pieces of culture, which makes them agents of enculturation.

This systematic review examines 76 studies that have utilised portable electroencephalographic (EEG) devices in naturalistic and semi‐naturalistic contexts. The review considers themes, purposes, contexts, application populations, device characteristics, and data use. The results show a dominance of studies focused on attention, in technology‐mediated semi‐naturalistic situations, in which records are made individually, with university students using low‐cost equipment with fewer than 15 channels. This review highlights an emerging field within educational research that has not yet been fully integrated into educational practice. However, these first experiences can gradually generate a body of knowledge that will facilitate future applications, together with the development of better and more accessible devices. The use of these devices in educational contexts raises ethical concerns, particularly the influence on teaching decisions by opaque commercial algorithms that may oversimplify assessments of specific cognitive processes and fail to adapt to individual student characteristics. Context and implications: Rationale for this study: Portable EEG devices are emerging tools that offer new insights into cognitive processes in learning situations. Why the new findings are important: The findings of this study demonstrate the potential of EEG to monitor aspects such as attention and cognitive load in real time, which could enhance the personalisation of educational strategies. Implications for educators, researchers and policy makers: This study has implications for educators, researchers and policy makers, as it illustrates how neurotechnology can be integrated into educational settings and emphasises the need for more naturalistic studies to maximise its impact. It also highlights the ethical challenges associated with the use of commercial algorithms in educational decision‐making.

Wireless electroencephalography (EEG) devices allow for recordings in contexts outside the laboratory. However, many details must be considered for their use. In this research, using a case study with a group of third-grade primary school students, we aim to show some of the potentialities and limitations of research with these devices in educational settings. Several balances are apparent in the development of these experiences: between the interests and possibilities of the research teams and the educational communities; between the distortion of life in the classrooms and the opportunities for collaboration between academia and practice; and between the budget and the ease of preparing the equipment and the usefulness of the collected data. Among their potentialities is the knowledge that they allow access to different cognitive and emotional processes, and the learning opportunity represented by the links between researchers and educational communities. Life in the classrooms is interrupted by these types of experiences, but this can be a cost that facilitates more integrated future developments that benefit teaching and learning processes. Los nuevos dispositivos de electroencefalografía (EEG) inalámbricos permiten realizar registros en contextos fuera del laboratorio. Sin embargo, para su utilización hay que tener en cuenta muchos detalles. En este trabajo, a partir de un estudio de caso instrumental con un grupo de escolares de tercer curso de Educación Primaria, se pretende mostrar algunas potencialidades y limitaciones de la investigación con estos dispositivos en contextos educativos. Se aprecian varios equilibrios en el desarrollo de estas experiencias: entre los intereses y posibilidades de los equipos de investigación y las comunidades educativas; entre la distorsión de la vida en las aulas y las oportunidades de la colaboración entre la academia y la práctica; y entre el presupuesto y la facilidad de preparación de los equipos y la utilidad de los datos recogidos. Entre sus potencialidades encontramos el conocimiento al que permiten acceder sobre diferentes procesos cognitivos y emocionales, y la oportunidad de aprendizaje que suponen los nexos entre investigadores y comunidades educativas. La vida en las aulas se ve interrumpida por este tipo de experiencias, pero ello puede suponer un coste que facilite desarrollos futuros más integrados que beneficien los procesos de enseñanza y aprendizaje.

In this study we explore inhibitory control, attention and working memory differences, through EEG biomarkers, in three types of throwing games (simple throwing, throwing at a goal, and simultaneous throwing with another player). Encephalographic recordings were collected from 8 children aged 7-8 years during the performance of three throwing games. Theta (4-7Hz), alpha (7-13Hz) and low beta (13-20Hz) frequency spectra of different biomarkers associated with inhibitory control, attention and working memory were compared. Results of this exploratory study show that small modifications in playing conditions lead to significant demands on inhibitory control, attention and working memory. Action against an opponent attempting to disrupt the throw would require greater inhibitory control, as well as better focus of attention and greater use of working memory. On the other hand, simultaneous action against an opponent who has the same target might involve greater arousal and approach towards the target. The results show significant differences between the different games, with greater demands of inhibitory control in the games of throwing to goal (opposition with different roles) over the games without opposition or with opposition but with the same role (simultaneous throwing). These results show a new area of study and indicate the interest of analysing the characteristics of each game. Resumen: en este estudio exploramos las diferencias en el control inhibitorio, la atención y la memoria de trabajo, a través de biomarcadores EEG, en tres tipos de juegos de lanzamiento (lanzamiento simple, lanzamiento a portería y lanzamiento simultáneo con otro jugador). Se recogieron registros encefalográficos de 8 niños de 7-8 años durante la realización de tres juegos de lanzamiento. Se compararon los espectros de frecuencia theta (4-7Hz), alfa (7-13Hz) y low beta (13-20Hz) de diferentes biomarcadores asociados al control inhibitorio, la atención y la memoria de trabajo. Los resultados de este estudio exploratorio muestran que pequeñas modificaciones en las condiciones de juego conducen a demandas significativas en el control inhibitorio, la atención y la memoria de trabajo. La acción contra un oponente que intenta interrumpir el lanzamiento requeriría un mayor control inhibitorio, así como una mejor concentración de la atención y un mayor uso de la memoria de trabajo. Por otro lado, la acción simultánea contra un oponente que tiene el mismo objetivo podría implicar una mayor excitación y acercamiento hacia el objetivo. Los resultados muestran diferencias significativas entre los distintos juegos, con mayores demandas de control inhibitorio en los juegos de lanzamiento a portería (oposición con distintos roles) sobre los juegos sin oposición o con oposición pero con el mismo rol (lanzamiento simultáneo). Estos resultados muestran un nuevo campo de estudio e indican el interés de analizar las características de cada juego.