Ethics code: IR.UI.REC.1402.138
1- university of isfahan
Abstract: (16 Views)
The present study was conducted with the aim of examining and comparing the effectiveness of computerized and non-computerized cognitive training on the cognitive load related to math lessons and the executive functions of students with specific learning disabilities in mathematics.
Mathematics learning disabilities defined as a challenge in learning and acquiring basic mathematical abilities. The main characteristics of this disability include difficulty performing mathematical calculations, inability to understand the relationships between numbers, difficulties in learning and recalling mathematical concepts and deficiencies in executive functions. Therefore, students must also have the necessary skills in executive functions to master mathematical subjects adequately. Also among the issues and challenges that can be caused by defects in executive functions and other cognitive processes, cognitive load is mentioned. So, due to the problems raised in students with mathematical learning disabilities, in recent years, an increasing interest in the use of cognitive educational interventions to address the cognitive problems experienced by these students has been designed and produced. The goal of these interventions is to improve cognitive processes such as attention, working memory and executive functions that are important for effective learning and academic success and are divided into two categories of computerized and non-computerized cognitive training. Computerized cognitive training are used in the digital platforms and software applications to provide interactive and adaptive exercises that can be accessed remotely and often provide real time feedback and progress tracking features and non-computerized cognitive training also include pencil-paper exercises, physical activities, and interactive tasks that target specific cognitive functions.
This study was a semi-experimental study method with a pre-test-post-test design and with two Test groups and one control group. The sample included 45 girl students aged 10 and 11 in the fourth and fifth grades of the public schools of Isfahan in the academic year 2023-2024 who were selected as available, so that by visiting the school and talking to the teachers of those students who were having difficulty in the performance of mathematics lessons, they were considered and for more accurate diagnosis using the learning disability screening questionnaires, the key-math test and the Raven intelligence test. The sample group was then randomly placed in two Test groups and one control group. The intervention program consisted of 12 computerized cognitive training sessions and 12 non-computerized cognitive training sessions in 45 minutes and 3 sessions per week. Group 1 participated in the non-computerized cognitive training and Group 2 participated in computerized cognitive training, and the control group had no intervention, all three groups were evaluated for cognitive load and executive functions in the pre-test and post-test stages using the cognitive load questionnaire and the brief test. Data analysis was performed using descriptive statistical tests and covariance analysis. The results showed that both types of cognitive training had a positive and meaningful effect on reducing cognitive load and improving executive functions (p<0/001) however, computerized cognitive training were more effective in improving cognitive variables such as executive functions and cognitive load than non-computerized cognitive training (p<0/001). Finally, given the visual and motivational benefits of computerized cognitive training, it is suggested that these exercises be included as educational supplements in the curriculum of students with mathematical learning disabilities
Mathematics learning disabilities defined as a challenge in learning and acquiring basic mathematical abilities. The main characteristics of this disability include difficulty performing mathematical calculations, inability to understand the relationships between numbers, difficulties in learning and recalling mathematical concepts and deficiencies in executive functions. Therefore, students must also have the necessary skills in executive functions to master mathematical subjects adequately. Also among the issues and challenges that can be caused by defects in executive functions and other cognitive processes, cognitive load is mentioned. So, due to the problems raised in students with mathematical learning disabilities, in recent years, an increasing interest in the use of cognitive educational interventions to address the cognitive problems experienced by these students has been designed and produced. The goal of these interventions is to improve cognitive processes such as attention, working memory and executive functions that are important for effective learning and academic success and are divided into two categories of computerized and non-computerized cognitive training. Computerized cognitive training are used in the digital platforms and software applications to provide interactive and adaptive exercises that can be accessed remotely and often provide real time feedback and progress tracking features and non-computerized cognitive training also include pencil-paper exercises, physical activities, and interactive tasks that target specific cognitive functions.
This study was a semi-experimental study method with a pre-test-post-test design and with two Test groups and one control group. The sample included 45 girl students aged 10 and 11 in the fourth and fifth grades of the public schools of Isfahan in the academic year 2023-2024 who were selected as available, so that by visiting the school and talking to the teachers of those students who were having difficulty in the performance of mathematics lessons, they were considered and for more accurate diagnosis using the learning disability screening questionnaires, the key-math test and the Raven intelligence test. The sample group was then randomly placed in two Test groups and one control group. The intervention program consisted of 12 computerized cognitive training sessions and 12 non-computerized cognitive training sessions in 45 minutes and 3 sessions per week. Group 1 participated in the non-computerized cognitive training and Group 2 participated in computerized cognitive training, and the control group had no intervention, all three groups were evaluated for cognitive load and executive functions in the pre-test and post-test stages using the cognitive load questionnaire and the brief test. Data analysis was performed using descriptive statistical tests and covariance analysis. The results showed that both types of cognitive training had a positive and meaningful effect on reducing cognitive load and improving executive functions (p<0/001) however, computerized cognitive training were more effective in improving cognitive variables such as executive functions and cognitive load than non-computerized cognitive training (p<0/001). Finally, given the visual and motivational benefits of computerized cognitive training, it is suggested that these exercises be included as educational supplements in the curriculum of students with mathematical learning disabilities
Keywords: computerized cognitive training, non-computerized cognitive training, executive functions, cognitive load, mathematics learning disabilities
Type of Study: Original Research Article |
Subject:
Psychology
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