خلاصة:
Background and purpose: Today, improving the living conditions of students is one of the basic goals of any education system. Elementary school students are also considered one of these groups. The aim of the present study was to investigate the effectiveness of video games (Tetris and Lemocity) on the executive functions of elementary school children. Research method: In terms of the type of data, the present research is quantitative, based on the purpose, applied, and based on the method of data collection, it is a causal-comparative descriptive research. Among the statistical population, 16 people were selected as available sampling and randomly assigned to three experimental groups and one control group. The research tools included the Wisconsin card sorting test, the children's progressive matrices test, and two video games called Tetris and Lemocity. In order to analyze the data, SPSS software version 26 and statistical tests were used in the descriptive and inferential part, such as the one-way analysis of covariance (ANCOVA) test. Findings: The results of covariance analysis indicated that Tetris and Lemocity video games are effective on the executive functions of primary school children (P=0. 034). It was found that playing Lemocity as a video game is effective on the executive functions of primary school children (P=0. 019). It was found that the Tetris game as a video game is effective on the executive functions of primary school children (P=0. 001). Also, the results showed that there is no difference between the effect of Lemocity and Tetris game on the executive functions of primary school children (P=0. 692). Conclusion: The results of this research showed that video games (Tetris and Lemocity) are effective on the executive functions of primary school children. In other words, the level of executive functions of elementary school children can be improved by using the mentioned games.