Συγκριτική μελέτη έντυπων και ψηφιακών αξιολογητικών εργαλείων για επιτελικές λειτουργείες
Nowadays, Information and Communication Technologies (ICT) are an integral part of modern education. They are skillfully integrated in all stages of the learning process. One of the most important stages is assessment, through which learning outcomes are measured. As we move through the digital age, the need arises for the transformation of printed tools into digital ones. For this reason, the present work aims to examine whether there is a correlation between children's performance in the printed assessment essay and the digital one. These are evaluation tools that measure the Executive Functions of children 6 to 12 years old. An attempt is made to match the tests of the printed tests with digital games, which use the physical movement of the body to interact with the interface of the platform. The Executive Functions that are examined concern the attention and concentration of children with developmental disorders. In particular, the skills of auditory and visual memory, problem solving and inductive thinking in verbal and non-verbal context are studied. The results of the experiment confirm the view that a digital environment provides innovative evaluation solutions compared to the traditional form. It proves to be more attractive and effective for the level of knowledge, skills and abilities of the Executive Functions of children of the first school age.