Qiyu Chen, Zhao Fengzhu
This longitudinal mixed-methods study investigated the effects of interactive literary narrative gamification on executive function development in preschool children through a neuroplasticity-informed framework. A total of 180 children aged 4.0–5.5 years were randomly assigned to experimental, active control, or passive control conditions over an 18-month period. The experimental group engaged in interactive story-based activities incorporating gamification elements, while control groups received traditional literary activities or standard curriculum. Executive function was assessed using standardized behavioral measures and event-related potentials (ERPs) at baseline, 6, 12, and 18 months. Growth curve modeling revealed significant advantages for the experimental group across all executive function components: working memory ( d = 0.85), inhibitory control ( d = 0.73), and cognitive flexibility ( d = 0.81) at 18-month follow-up. ERP analysis demonstrated enhanced neural efficiency with increased N2 amplitudes and decreased P3 latencies, indicating experience-dependent neuroplasticity changes. Qualitative analyses revealed sustained engagement and transfer effects to academic readiness. The findings provide compelling evidence that interactive literary narrative gamification promotes executive function development through neuroplasticity mechanisms during sensitive developmental periods, offering significant implications for early childhood education practice and cognitive development theory.