Computer Games on the Development of Physical Motor Skills and Social Interaction in Preschool Children: Quasi-Experimental Study.

Background: As information technology becomes increasingly pervasive in early childhood education, the impact of digital gameplay on developmental outcomes has emerged as a critical research frontier. Objective: This study evaluates the efficacy of computer game-based instructional activities in enhancing the gross motor skills and social interactions of preschool children. Methods: This prospective quasi-experimental study involved 61 preschool children (aged 4-6 y; 36 males, 25 females) recruited via convenience sampling from a private preschool in central Taiwan. The selection criteria included regular attendance and the absence of severe physical or cognitive disabilities. Participants were assigned to either an experimental group (n=41) or a control group (n=20) based on existing classroom structures. The intervention spanned 4 weeks, featuring 1-hour weekly computer game sessions integrated into the curriculum, while the control group followed the standard curriculum. Data were gathered through preintervention and postintervention assessments using standardized scales for physical motor and social interaction development, supplemented by a learning interest questionnaire and structured qualitative observations. Results: We used an analysis of covariance to assess the impact of interventions on the physical motor and social development of preschool children, adjusting for baseline differences using prior test scores as covariates. The experimental group exhibited significantly greater improvements in total physical motor development scores compared to the control group (mean 4.33, SD 0.06 vs mean 4.02, SD 0.09; P<.001). Specifically, marked gains were observed in advanced motor skills: standing on one leg for 5 seconds, walking heel-to-toe for 5 steps, and hopping on one leg 5 times. Post intervention, no statistically significant differences were found between groups regarding total social interaction scores. However, the children reported high engagement, with a mean preference score of 4.18 (SD 0.79). Qualitative observations of 3 children with developmental delays revealed a transformative shift from passive observation to active social engagement and positive affect. Conclusions: This study demonstrates that digital game interventions can effectively facilitate gross physical motor gains in early childhood. It is innovative in its integration of digital gameplay specifically targeted at gross motor skill acquisition. Furthermore, it differs from existing literature by providing empirical evidence of how game-based instruction can be seamlessly embedded into preschool physical education. This study highlights the potential of computer game-based instruction as a viable supplementary tool for physical education.