Razi Journal of Medical Sciences

fa مقایسه اثر بخشی بازی‌های رایانه‌ای بر تقویت حافظه فعال و ادراک دیداری- فضایی کودکان با اختلال یادگیری خاص Compare Effect of Computer Games in Working Memory and Visual-Spatial Perception in Student with Specific Learning Disorder روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: بازی‌های رایانه‌ای، به‌ویژه بازی‌هایی که نیاز به حل مسئله، تمرکز و حافظه دارند، ممکن است بتوانند به تقویت عملکردهای شناختی در کودکان با اختلالات یادگیری کمک کنند؛ لذا پژوهش حاضر با هدف تعیین اثر بخشی بازی های رایانه ای بر تقویت حافظه فعال و ادراک دیداری فضایی کودکان با اختلال یادگیری خاص (خواندن، نوشتن، ریاضی) انجام گرفت. روش کار: روش این پژوهش از نوع نیمه آزمایشی و طرح آزمایشی پیش آزمون_پس آزمون با گروه گواه بود. جامعه آماری این پژوهش کلیه دانشآموزان پایه های سوم تا ششم مدارس دخترانه معاد و امام سجاد منطقه چهار تهران بود که حدودا سیصد نفر بودند. سی نفر از آنان به عنوان نمونه (ده نفرگروه گواه و بیست نفر گروه آزمایش) انتخاب و از طریق نمونه گیری هدفمند و گمارش تصادفی ارزیابی شدند. تمرینات در دوازده جلسه بیست دقیقهای به صورت بازی رایانه ای اجرا و برای آزمودن داده ها از ازمون حافظه ی فعال سوزان پکرینگ و ازمون ادراک دیداری فضایی فراستیگ استفاده شد. داده ها با استفاده از روش آماری واریانس آمیخته و با نرم افزار SPSS تجزیه و تحلیل شدند. سطح معناداری آزمون (05/0<P) در نظر گرفته شد. یافته ها: یافته ها نشان داد پس از حذف اثر پیش ازمون بین گروه گواه و آزمایش در پسآزمون تفاوت معناداری در کارکرد حافظه فعال و ادراک دیداری- فضایی وجود داشت.  نتیجه گیری: نتایج تاثیر بازی های رایانه ای شناخت محور بر کنش های اجرایی کودکان پیش دبستانی با اختلال یادگیری عصب روانشناختی، نشان داد که بازی های رایانه ای شناخت محور بر بهبود کنش اجرایی در مؤلفه های حل مسئله، برنامه ریزی، سازماندهی رفتاری و هیجانی کودکان پیش دبستانی دارای اختلال یادگیری عصب روانشناختی، مؤثر است.</div> <div style="text-align: justify;">Background & Aims: Specific learning disorders have been introduced in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders as a general category and a single diagnostic criterion, and it focuses on four general educational functions and the provision of appropriate educational services, instead of the traditional component of the diagnostic criterion of inconsistency between intelligence and progress, it is based on Personal growth, education, family and educational records such as academic grades, response to educational interventions and observation of teachers are emphasized. These skills and cognitive abilities are necessary for purposeful behavior and adaptation to environmental changes and are often responsible for cognitive skills such as attention, language, and perception, and creating higher levels of creative or abstract thinking. All these activities are performed in three main parts of executive functions including attention, cognitive flexibility, and working memory, and there is a mutual relationship between these three parts of executive functions. Special failure in learning has a high prevalence. Based on the research, learning disability is associated with a prevalence of 13-17% in boys and 10-12% in girls. One of the problems of this category of children is the problem with their active and working memory. It can be said that working memory is used in all conscious actions. Without this memory or its disorder, a person's normal life becomes vulnerable. Some researchers have emphasized the importance of working memory in increasing intelligence and cognitive abilities and have provided evidence that they have been able to increase fluid and crystallized intelligence by training and strengthening working memory. Another problem of children with special learning disorder is visual-spatial perception. Visual perception is essential to perform the smallest daily actions, and the better the visual perception works in a situation, the better a person can cope with various tasks that deal with vision. Research shows that visual perception is not a fixed process, it expands and expands over time, and it is necessary to know how visual perception evolves at different ages. Visual perception is the process by which visual information is analyzed. In this process, vision integrates other sensory data and past experiences. Visual perception allows a person to accurately judge the size, shape, color, and spatial relationships of objects. Between visual perception and reading and writing, which are the main academic skills; there is a connection and in order for a person to be able to read, he must process visual stimuli well and also not have phonological problems. Researchers believe that by training functional skills, visual-spatial perception can be improved and interest in lessons, learning, and memorization can be increased. Research has shown that cognitive training of executive functions, of which active memory and visual-spatial perception are important parts, improves the problems of adulthood in childhood. Researchers investigated auditory and visual working memory performance in students with attention-deficit/hyperactivity disorder, learning disabilities, and clinical controls. Individuals with learning disabilities showed poorer auditory working memory than individuals in the attention-deficit/hyperactivity groups or clinical controls.The present study was conducted to determine the effectiveness of computer games on strengthening the working memory and visual-spatial perception of children with specific learning disabilities (reading, writing, math). Methods: The method of this research was a semi-experimental type and a pre-test-post-test design with a control group. The statistical population of this research was all students from the third to sixth grades of Maad and Imam Sajjad girls' schools in the fourth district of Tehran, which were about 300 people. Thirty of them were selected as a sample (ten control groups and twenty experimental groups) and were evaluated through purposeful sampling and random assignment. Exercises were performed in twelve 20-minute sessions as a computer game, and Susan Pickering's working memory test and Frostig's visual-spatial perception test were used to test the data. Results: The data were mixed using variance statistics and analyzed with SPSS software. The significance level of the test (p<0.05) was considered. The findings showed that after removing the pre-test effect, there was a significant difference in working memory and visual-spatial perception between the control and experimental groups in the post-test. Conclusion: The results of the effect of cognitive-oriented computer games on the executive actions of preschool children with neuropsychological learning disorders showed that cognitive-oriented computer games improve executive actions in the component Problem solving, planning, behavioral and emotional organization of preschool children with neuropsychological learning disorders are effective. </div> حافظه فعال, ادراک دیداری–فضایی, اختلالات یادگیری خاص, بازی رایانه‌ای Working Memory, Visual-Spatial Perception, Specific Learning Disorders, Computer Game 1 10 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8006-1&slc_lang=fa&sid=1 Fahimeh Nobakht فهیمه نوبخت 3900319475328460090313 3900319475328460090313 No PhD Student, Department of Psychology, college of Humanities, Khomein branch, Islamic Azad University, Khomein, Iran دانشجوی دکتری، گروه روانشناسی، دانشکده انسانی، واحد خمین، دانشگاه آزاد اسلامی، خمین، ایران Reza Mirmahdi رضا میرمهدی mirmehdy2001@yahoo.com 3900319475328460090314 3900319475328460090314 Yes Associate Professor, Department of Psychology, college of Humanities, Payam Noor University, Iran دانشیار، گروه روانشناسی، دانشکده انسانی، دانشگاه پیام نور، ایران Hassan Heidari حسن حیدری 3900319475328460090315 3900319475328460090315 No Associate Professor, Department of Consulting, college of Humanities, Khomein branch, Islamic Azad University, Khomein, Iran دانشیار، گروه مشاوره، دانشکده انسانی، واحد خمین، دانشگاه آزاد اسلامی، خمین، ایران