Enhancing preschoolers' executive functions and working memory through educational apps and analog games. Evidence from the ShareFUN approach in disadvantaged contexts

Introduction Executive functions (EFs) and working memory (WM) interventions have shown effectiveness in preschoolers, particularly in socio-culturally disadvantaged contexts. However, most interventions rely exclusively on either digital or analog approaches, with limited evidence on their combined use. This study addresses this gap by evaluating the feasibility and preliminary efficacy of ShareFUN, a blended intervention integrating educational apps and analog games to enhance EFs and WM in preschoolers with typical development (TD) and special educational needs (SEN). Methods Ninety-two preschoolers participated in a quasi-experimental pre-test–post-test control group design. The intervention consisted of structured, play-based activities combining digital and analog components. Two children with SEN were also included as case studies and analyzed separately. Results The intervention showed high feasibility, with strong engagement and positive feedback from children and teachers. Compared with controls, children in the experimental group showed higher post-test performance in working memory updating after controlling for baseline scores, and this effect remained significant after correction for multiple testing. For teacher-rated executive functioning, a significant Group × Pre-test interaction for Inhibition also remained after correction, indicating that post-test differences varied according to children's baseline scores. Other initially significant findings, including motor inhibition, teacher-rated Working Memory, and Fine Motor Skills, did not remain significant after adjustment. The two children with SEN showed heterogeneous pre–post patterns across selected domains, although these exploratory changes cannot be attributed conclusively to the intervention. Discussion These findings support the feasibility of the blended digital–analog approach and provide preliminary, outcome-specific evidence of a group difference in working memory updating, together with a baseline-dependent pattern for teacher-rated Inhibition. Other apparent effects were not confirmed after correction for multiple testing. Further research using larger samples and randomized designs is needed to confirm and extend these findings.