Speaker
Presentation in SpanishVERÓNICA ESTRADA PLANA
UNIVERSITY OF LLEIDA. SPAIN
Verónica Estrada holds a degree in Psychology from the University of Lleida (2010) and a Master’s in General Health Psychology (2014) from the same university. She obtained her PhD from the University of Lleida (2021) with a thesis on board game-based interventions to improve working memory, executive functions, and other related cognitive processes across the lifespan.
Since 2013, she has collaborated with the NeuroPGA research group at the University of Lleida (UdL), currently integrated into the recognised SGR group (021SGR01432 Neuropsychology, Methodology, Individual Differences and Linguistic Processes). Her research has focused on the use of board games as a tool for prevention, promotion, and psychological intervention, a line on which she has published several scientific articles.
After completing her doctorate, she collaborated as a lecturer at the University of Lleida (UdL) and the Open University of Catalonia (UOC) in the area of Basic Psychology. In 2022, she worked as a research technician at the Jaume I University, alongside the IDAP – Personality and Psychopathology research group.
In recent years, she has combined her scientific activity with her work as a general health psychologist at the ABCDari centre, specialised in learning disorders and neuropsychology. Her main responsibilities have included child psychological assessment and intervention, as well as delivering prevention and health promotion workshops for older adults.
She currently works as an Assistant Professor in Basic Psychology at UdL and coordinator of the University Master’s in Neuropsychology at the same institution. She is also part of the organising committee of the academic activities of the Ment Lúdica conferences.
Reading Between the Lines Through Play: Design and Testing of a Serious Game on Reading Comprehension
Previous studies have highlighted concerns about low scores in reading comprehension tests among primary school students (Esteban-Peregrina, 2017; de Castro, 2023). In turn, Ellen et al. (2017) concluded that the use of small-group activities could support the development of reading comprehension competencies. Serious Games are games designed with an educational or therapeutic objective, which takes precedence over entertainment itself (Damaševičius et al., 2023).
The main aim of this monographic panel is to present a serious board game designed to activate reading comprehension in upper-primary school students, as well as its relationship with other cognitive variables.
First, a correlational and predictive study will be presented to examine the relationship between cognitive variables (memory, attention, verbal fluency, reasoning) and reading comprehension. Second, a comparative study of the aforementioned variables between a group with a neurodevelopmental disorder diagnosis and a neurotypical group will be discussed. Next, the development of the design of the serious board game Academia de Investigación will be introduced, including results based on expert committee analysis and difficulty assessment. Finally, correlational and predictive results between reading comprehension variables, cognitive variables, and game performance will be presented.
In conclusion, this monographic panel aims to demonstrate the relationship between cognitive variables and reading comprehension and their predictive value, to examine whether a distinction exists between neurodevelopmental disorder and neurotypical populations, and to present the design of a serious board game for activating reading comprehension while exploring whether reading comprehension predicts performance in the game.
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