Volume 8, Issue 2 (2020)
Health Educ Health Promot 2020, 8(2): 67-72 |
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Hamidi F, Azizolahi M, Rasti J, Beigi F. Effectiveness of Computer Games on Improving the Attention and Working Memory of Children with Attention Deficit Hyperactivity Disorder. Health Educ Health Promot 2020; 8 (2) :67-72
URL: http://hehp.modares.ac.ir/article-5-41035-en.html
URL: http://hehp.modares.ac.ir/article-5-41035-en.html
1- Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran , fhamidi@stru.ac.ir
2- Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran
3- Biomedical Engineering Department, Engineering Faculty, University of Isfahan, Isfahan, Iran
2- Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran
3- Biomedical Engineering Department, Engineering Faculty, University of Isfahan, Isfahan, Iran
Abstract: (3123 Views)
Aims: The purpose of the present study was to identify the effectiveness of computer games interventions in improving attention and working memory of children with attention deficit hyperactivity disorder.
Participants & Methods: This semi-experimental study was pre-test/post-test with the control group and the statistical population was the second to sixth grade students in Najafabad City in the academic year of 2018-2019. Among them, 20 students were purposively selected based on diagnostic interview and screening score using Swanson et al. questionnaire and were randomly divided into two 10 experimental and control groups. Data were collected using SNAP-IV (Swanson, Nolan, and Pelham; 2001) questionnaire, Digit Span Backwards Task (Wechsler; 2008) and Corsi Block-Tapping Test (Corsi; 1972). Computer game interventions consisting of 20-minute in 18 sessions run just for the experimental group. Finally, data were analyzed using multivariate analysis of covariance.
Findings: Results showed that computer game interventions had a positive effect on improving spatial visual attention and working memory, but there was no significant effect on verbal memory (p<0.05). Also, 74% of the differences in the groups were due to the impact of the intervention (p<0.05).
Conclusion: According to the results, computer games as a cognitive intervention have been effective in increasing attention and spatial memory in children with attention deficit hyperactivity disorder. In addition, it is suggested that new methods such as computer games can be used to improve cognitive skills and reduce students' learning problems.
Participants & Methods: This semi-experimental study was pre-test/post-test with the control group and the statistical population was the second to sixth grade students in Najafabad City in the academic year of 2018-2019. Among them, 20 students were purposively selected based on diagnostic interview and screening score using Swanson et al. questionnaire and were randomly divided into two 10 experimental and control groups. Data were collected using SNAP-IV (Swanson, Nolan, and Pelham; 2001) questionnaire, Digit Span Backwards Task (Wechsler; 2008) and Corsi Block-Tapping Test (Corsi; 1972). Computer game interventions consisting of 20-minute in 18 sessions run just for the experimental group. Finally, data were analyzed using multivariate analysis of covariance.
Findings: Results showed that computer game interventions had a positive effect on improving spatial visual attention and working memory, but there was no significant effect on verbal memory (p<0.05). Also, 74% of the differences in the groups were due to the impact of the intervention (p<0.05).
Conclusion: According to the results, computer games as a cognitive intervention have been effective in increasing attention and spatial memory in children with attention deficit hyperactivity disorder. In addition, it is suggested that new methods such as computer games can be used to improve cognitive skills and reduce students' learning problems.
Article Type: Original Research |
Subject:
Health Promotion Setting
Received: 2020/02/27 | Accepted: 2020/03/19 | Published: 2020/06/1
Received: 2020/02/27 | Accepted: 2020/03/19 | Published: 2020/06/1
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