The effectiveness of cognitive games on the working memory of sixth-grade borderline students
Cognitive therapy on working memory
DOI:
https://doi.org/10.22122/cdj.v12i1.857Keywords:
Cognitive, Working Memory, Borderline Students, Cognitive FunctionsAbstract
BACKGROUND: Cognitive games are one of the effective ways to improve the working memory of borderline students. The game plays an effective role in the development of students, and during the game, you can find out many characteristics, problems, and growth of borderline students. The present study aimed to investigate the effectiveness of cognitive games on the working memory of sixth-grade borderline students in Saqqez City, Iran.
METHODS: The research method was semi-experimental with pretest-posttest, with a control group. The statistical population included borderline students studying in the sixth grade of schools in Saqqez City, Kurdistan Province, Iran, in the academic year of 2021-2022. 24 borderline students were selected purposefully and randomly placed in two groups of 12 people, intervention and control. The educational program of cognitive games such as Lomocyte and Tetris was conducted in 8 sessions of 60 minutes twice a week for the test group. Then the simultaneous post-test was conducted for both performance groups and the data were analyzed using analysis of covariance (ANCOVA) and SPSS software.
RESULTS: Cognitive games improved memory (P < 0.01), and they also caused the expansion of active memory, central processing, phonological loop, and visual-spatial memory.
CONCLUSION: According to the results of this research and the importance of improving working memory, it is suggested that cognitive games be used in schools and medical centers to improve the working memory performance of borderline students.
References
Beh-Pajooh A, Soleymani M, Ali Afrooz G, Gholamali Lavasani M. A study on the impact of social skill Training on social adjustment and academic performance in slow learners. Educational Innovations. 2010; 9(1): 163-86.
Hartini A, Widyaningtyas D, Mashluhah M. Learning strategies for slow learners using the project based learning model in primary school. Jurnal Pendidikan Inklusi. 2017; 1(1): 29-39.
Vasudevan A. Slow learners - Causes, problems and educational programmes. Int J Appl Res. 2017; 3(12): 308-13.
Ghaemi F, Rostami R, Mirkamali SM, Salehi K. Systematic and analytical review of theories, components and models of executive functions of the brain. Rooyesh-e-Ravanshenasi. 2021; 10(6): 211-26.
Karamalian M, Haghayegh SA, Rahimi Pardanjani S. The effectiveness of child-centered game therapy on working memory and processing speed of children with learning disabilities. Journal of Learning Disabilities. 2020; 9(2): 95-115.
Nazari MA, Vahedi S, Roshandel Rad M, Kafi M. The role of working memory in the process of transformation time perception in school-age children. Journal of School Psychology. 2016; 5(1): 101-17.
Mahmoodi H, Kord B. Making and standardizing a computer-aided aptitude assessment tool for students. Journal of Educational Psychology Studies. 2019; 16(34): 155-84.
Flores Gallegos R, Mayer R. Learning cognitive skills by playing video games at home: Testing the specific transfer of general skills theory. Journal of Cognitive Enhancement. 2022; 6: 485-95.
Jadidian AA, Sharifi HP, Ganji H. The effect of computer games on selective reaction time working memory and spatial visualization: A meta-analytic review. Educational Psychology. 2013; 9(28): 58-70.
Bull R, Espy KA, Wiebe SA, Sheffield TD, Nelson JM. Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement. Dev Sci. 2011; 14(4): 679-92.
Hughes C, Graham A. measuring executive functions in childhood: problems and solutions? Child Adolesc Ment Health. 2002; 7(3): 131-42.
Gathercole SE. The development of memory. J Child Psychol Psychiatry. 1998; 39(1): 3-27.
Gathercole SE. Cognitive approaches to the development of short-term memory. Trends Cogn Sci. 1999; 3(11): 410-9.
Mam Khezri A, Mikaeli Manieh F. Investigation into effects of Lumosity on working memory, visual Memory and executive functions among the elderly. Shenakht. 2021; 8(3): 25-38.
Forsberg A, Adams EJ, Cowan N. The role of working memory in long-term learning: Implications for childhood development. In: Federmeier KD, editor. Psychology of Learning and Motivation. San Diego, CA: Academic Press; 2021. p. 1-45.
Passarotti AM, Sweeney JA, Pavuluri MN. Neural correlates of response inhibition in pediatric bipolar disorder and attention deficit hyperactivity disorder. Psychiatry Res. 2010; 181(1): 36-43.
Asghar Kia A, Naghibolsadat, SR, Yamini Firouz M. Role of computer games in teaching foreign languages. Rasaneh. 2018; 29(1): 145-67.
Behrooz Sarcheshme S, Ashori M, Ansari Shahidi M. The effect of cognitive training on the attention rate and working memory in children with attention deficit / hyperactivity disorder. Empowering Exceptional Children. 2017; 8(1): 6-15.
Coleman LJ. Nurturing talent in high school: Life in the fast lane. New York, NY: Teachers College Press; 2005.
Auerbach JG, Gross-Tsur V, Manor O, Shalev RS. Emotional and behavioral characteristics over a six-year period in youths with persistent and nonpersistent dyscalculia. J Learn Disabil. 2008; 41(3): 263-73.
Ellis E, Farmer T, Newman J. Big ideas about teaching big ideas. Teaching Exceptional Children. 2005; 38(1): 34-41.
Gee JP. Learning by design: Good video games as learning machines. E-Learning and Digital Media. 2005; 2(1): 5-16.
Eskandari S, Kakabraee K, Amiri H, Hossaini SA. The effectiveness of active memory training on improving reading skills and planning and organizing students with specific learning disabilities. Research in School and Virtual Learning. 2020; 7(3): 89-97.
Dehghan H, Mahdiserajiyan M. The Relationship between Family Social Capital, Parental Involvement in Schools, and Students' Academic Achievement. Quarterly Journal of Family and Research. 2017; 14(3): 7-28.
Isanejad Bushehri S, Dadashpur Ahangar M, Salmabadi H, Ashoori J, Dashtbozorgi Z. The effect of computer games on sustain attention and working memory in elementary boy students with attention deficit / hyperactivity disorders. Med J Mashad Univ Med Sci. 2016; 59(5): 311-21.
Shute VJ, Ventura M, Ke F. The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Comput Educ. 2015; 80: 58-67.
Gee J. Discourse analysis of games. In: Jones RH, Chik A, Hafner CA, editors. Discourse and digital practice. London, UK: Routledge; 2015. p. 18-27.
Akbari Chermahini S, Zolgharnein M, Sabzi M. Investigating the effectiveness of memory-based computercognitive games in improving working memory and sustainedattention of students with learning disability. Exceptional Education. 2022; 5(171): 47-56.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Chronic Diseases Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
