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. 2022 Jan 11;9(1):95.
doi: 10.3390/children9010095.

To Mask or Not to Mask-Evaluation of Cognitive Performance in Children Wearing Face Masks during School Lessons (MasKids)

Anne Schlegtendal  1 , Lynn Eitner  1 , Michael Falkenstein  2 , Anna Hoffmann  1 , Thomas Lücke  1 , Kathrin Sinningen  1 , Folke Brinkmann  1
Affiliations

To Mask or Not to Mask-Evaluation of Cognitive Performance in Children Wearing Face Masks during School Lessons (MasKids)

Anne Schlegtendal et al. Children (Basel). .

Abstract

In the current SARS-CoV-2 pandemic, wearing a face mask is mandatory again during school lessons. There are no controlled studies in children to date indicating an effect on cognitive performance from wearing face masks. In a randomized controlled trial, we analysed the influence of face masks on cognitive performance of pupils during regular school lessons. Pupils (n = 133, fifth to seventh grade) were randomized by alternating allocation into control (with masks, n = 65) and intervention groups (without mask, n = 68). After two school lessons with (control) and without (intervention) face masks in class, all pupils performed digital tests for cognitive performance regarding attention and executive functions (switch, Corsi block-tapping, 2-back and flanker task). Overall, there were no significant differences in cognitive performance between both groups, masks vs. no masks. Wearing face masks has no significant influence on attention and executive functions of pupils and can still be recommended during school lessons.

Keywords: children; cognitive impairment; concentration; face masks; school.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Computerized cognitive task. (A) Switch task: visual attention and task switching. The task comprised three sections. (-1-) First section, numbers (non-switch) had to be clicked in ascending order. (-2-) Second section, letters (non-switch) from A to Z had to be clicked alphabetically. (-3-) Third section, number and letters (switch) had to be clicked alternately in ascending order (i.e., 1,A,2,B,3,C). (B) Corsi block-tapping task: visual-spatial attention. A sequence of blocks lit up and gradually increased in length up to six blocks. Sequences had to be repeated. (C) 2-back task: working memory updating. Fruits and vegetables were displayed on a computer screen. A predefined key had to be pressed when the current image was the same as the image two trials back. (D) Flanker task: inhibitory control. Congruent flankers: click right key; incongruent flankers: click left key; no-go (circle): no reaction.
Figure 2
Figure 2
Flowchart—study design and population (n number).
See this image and copyright information in PMC

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