Executive Function (EF) is an umbrella term for cognitive processes that enable the management of complex, goal-driven activities. These skills play a crucial role in multiple aspects of child development, including socio-emotional competencies and academic achievement.

Over the years, numerous studies have examined the effectiveness of cognitive training on EF, primarily using analog games and paper-and-pencil activities. In recent years, digital tools for promoting EF have become increasingly widespread, especially with the rise of tablets and specialized apps. Digital devices provide an intuitive and engaging experience, making EF tasks more dynamic and immersive than traditional approaches. Their interactive nature helps maintain children's attention, making training as motivating as playing a video game. Thus, digital tools offer a promising avenue for enhancing EF in children by aligning with their natural learning preferences.

However, not all EF training lead meaningful and lasting improvements, particularly in terms of far transfer effects. Zelazo (2024) suggests that one way to increase the likelihood of far transfer is by enhancing EF-based life skills that children need to function effectively in real-world, such as the school context. Another key aspect is to enhance EF in a way that holds meaningful relevance for children. To do this, it is essential to co-create with children a series of playful activities with both analog and digital materials to promote EF in a fun way, following a civic-scientific approach.

Starting from these premises, the paper presents a study during which we proposed a lab designed to enhance EF through the co-construction of analog and digital games with a sample of fifth-grade primary school students. In line with the civic-scientific approach, also teachers were actively engaged, equipping them to independently guide students in replicating the proposed activities.

The main aim of this study was to investigate the feasibility of this co-constructed lab designed to enhance EF with both analog and digital games.
The lab involved 49 ten-year-old children accompanied by four teachers, who supported the whole process. It took place in their classrooms for a total of ten hours. During the first phase of the lab, children were involved in playful activities to enhance EF through board games. Subsequently, they worked together to co-create hybrid and digital games to enhance EF. At the end of this experience, teachers and students completed ad-hoc questionnaires to capture their perceptions on the feasibility of the lab.

The present paper reports the main findings on teachers' and students' perceptions concerning the feasibility of co-creating labs to promote EF, actively involving both teachers and students in the school context. The paper also discusses the importance of fostering EF through both analog and digital games, following a play-based approach. Finally, insights for practical implications and further research are provided.

Keywords: Executive functions, digital games, co-construction, lab.