The effect of brain training video games on improving visuospatial working memory and executive function in children with dyscalculia.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2024-06-30 DOI:10.1080/21622965.2024.2362782

Malik M Alrefaei

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引用次数: 0

Abstract

The aim was to investigate the effect of brain training video games on improving visuospatial working memory and executive function in children with dyscalculia. This study employed a quasi-experimental, within-subjects design. Pre- post- and follow up test scores on visuospatial working memory and executive function were used. Sixty children from a primary education public school in Taif were selected. This study employed simple random method for selecting participants. Children assigned to the experimental group completed 18, 30 ms training sessions at the technology room in the presence of the researcher over a period of six weeks. The analyses were conducted using SPSS by performing a repeated-measures analysis of variance with a between-group factor and a with-group factor (pretest and posttest). Scheffé's post hoc test was also applied. The training helped the intervention group gain better scores in visuospatial working memory and executive function in post test compared to control one. There were significant differences in visuospatial working memory and executive function across different measurements(pre-post-and follow up).

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大脑训练视频游戏对改善计算障碍儿童的视觉空间工作记忆和执行功能的影响。

目的是研究大脑训练视频游戏对改善计算障碍儿童的视觉空间工作记忆和执行功能的影响。本研究采用了准实验、被试内设计。研究采用了视觉空间工作记忆和执行功能的前后和跟踪测试成绩。研究选取了来自塔伊夫一所公立小学的 60 名儿童。本研究采用简单随机的方法挑选参与者。被分配到实验组的儿童在研究人员在场的情况下，在技术室完成了 18 节 30 毫秒的训练课，为期六周。本研究使用 SPSS 软件进行重复测量方差分析，其中包括一个组间因子和一个组内因子（前测和后测）。同时还进行了 Scheffé 的事后检验。结果表明，与对照组相比，干预组在后测的视觉空间工作记忆和执行功能方面取得了更好的成绩。视觉空间工作记忆和执行功能在不同的测量（前测-后测-随访）中存在明显差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.