| تعداد نشریات | 45 |
| تعداد شمارهها | 1,495 |
| تعداد مقالات | 18,242 |
| تعداد مشاهده مقاله | 59,080,524 |
| تعداد دریافت فایل اصل مقاله | 20,531,475 |
تأثیر بازیهای لوموسیتی بر حافظه کاری و توجه دانشجویان | ||
| فصلنامه پژوهش های نوین روانشناختی | ||
| دوره 21، شماره 81، اردیبهشت 1405، صفحه 103-116 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jmpr.2025.70048.6883 | ||
| نویسندگان | ||
| چنگیز رحیمی طاقانکی؛ نسیم نظری؛ محمدرضا خاضعی* | ||
| گروه روانشناسی بالینی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف بررسی تأثیر بازیهای شناختی نرمافزار لوموسیتی بر حافظه کاری و توجه دانشجویان انجام شد. این مطالعه به روش نیمهآزمایشی با طرح پیشآزمون، پسآزمون و پیگیری سهماهه انجام شد. جامعه آماری شامل دانشجویان دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز در سال تحصیلی 1403-1404 بود که از میان آنها 26 دانشجوی واجد ملاکهای ورود، به روش نمونهگیری در دسترس انتخاب و با گمارش غیرتصادفی در دو گروه کنترل (14 نفر) و آزمایش (12 نفر) جای گرفتند. گروه آزمایش به مدت ۱4 روز سه بازی شناختی از نرمافزار لوموسیتی را انجام دادند، درحالیکه گروه کنترل هیچ مداخلهای دریافت نکرد. پس از اتمام مداخله، پسآزمون برگزار شد و سه ماه بعد مرحله پیگیری انجام گرفت. ابزارهای پژوهش شامل آزمون ردیابی (ریا، 1938) و توالی ارقام و حروف (وکسلر، ۱۹۹۷) بود. در نهایت دادهها با استفاده از آزمون تحلیل کوواریانس چندمتغیری و تکمتغیری مورد تجزیهوتحلیل قرار گرفتند. پس از تجزیهوتحلیل، نتایج نشان داد که میانگین نمرات حافظه کاری و توجه انتخابی در گروه آزمایش نسبت به گروه کنترل بهطور معنیداری افزایش یافته است (0/05<p). همچنین، تأثیر این بازیها در مرحله پیگیری بهویژه از نظر توجه انتخابی، پایدار بود. مطابق با پژوهش حاضر بازیهای شناختی دیجیتال میتوانند ابزار مؤثری برای بهبود عملکردهای شناختی باشند و استفاده از آنها در برنامههای آموزشی و توانبخشی شناختی توصیه میشود. | ||
| کلیدواژهها | ||
| بازیهای شناختی؛ توجه؛ حافظه کاری؛ فناوریهای دیجیتال شناختی؛ لوموسیتی | ||
| مراجع | ||
|
Abd-Alrazaq, A., Alhuwail, D., Al-Jafar, E., Ahmed, A., Shuweihdi, F., Reagu, S. M., & Househ, M. (2022). The Effectiveness of Serious Games in Improving Memory Among Older Adults With Cognitive Impairment: Systematic Review and Meta-analysis. JMIR Serious Games, 10(3). https://doi.org/10.2196/35202 Abdi, A., Arabani Dana, A., Hatami, J., & Parand, A. (2014). The Effect of Cognitive Computer Games on Working Memory, Attention and Cognitive Flexibility in Students with Attention Deficit/Hyperactivity Disorder. Journal of Exceptional Children, 14(1), 19–34. http://joec.ir/article-1-198-en.html Aghdam, K. S., & Alavi, M. H. (2019). Designing MIND PRO Working Memory Game and evaluating its effectiveness on working memory in ADHD children. Proceedings of the 2019 International Serious Games Symposium, ISGS 2019, 124–128. https://doi.org/10.1109/ISGS49501.2019.9047038 Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003 Anguera, J. A., & Gazzaley, A. (2015). Video games, cognitive exercises, and the enhancement of cognitive abilities. Current Opinion in Behavioral Sciences, 4, 160–165. https://doi.org/10.1016/J.COBEHA.2015.06.002 Anguera, J. A., Schachtner, J. N., Simon, A. J., Volponi, J., Javed, S., Gallen, C. L., & Gazzaley, A. (2021). Long-term maintenance of multitasking abilities following video game training in older adults. Neurobiology of Aging, 103, 22–30. https://doi.org/10.1016/j.neurobiolaging.2021.02.023 Baddeley, A. (2012). Working memory: theories, models, and controversies. Annual Review of Psychology, 63, 1–29. https://doi.org/10.1146/ANNUREV-PSYCH-120710-100422 Ballesteros, S., Mayas, J., Prieto, A., Ruiz-Marquez, E., Toril, P., & Reales, J. M. (2017). Effects of video game training on measures of selective attention and working memory in older adults: Results from a randomized controlled trial. Frontiers in Aging Neuroscience, 9(NOV), 264603. https://doi.org/10.3389/FNAGI.2017.00354/BIBTEX Ballesteros, S., Prieto, A., Mayas, J., Toril, P., Pita, C., de León, L. P., Reales, J. M., & Waterworth, J. (2014). Brain training with non-action video games enhances aspects of cognition in older adults: a randomized controlled trial. Frontiers in Aging Neuroscience, 6(OCT). https://doi.org/10.3389/FNAGI.2014.00277 Bavelier, D., Achtman, R. L., Mani, M., & Föcker, J. (2012). Neural bases of selective attention in action video game players. Vision Research, 61, 132–143. https://doi.org/10.1016/j.visres.2011.08.007 De Aldama Sánchez, C. (2020). Cognitive enhancement or cognitive diminishing? Digital technologies and challenges for education from a situated perspective. Escuela de Psicología y Filosofía de la Universidad de Tarapacá. Chile. https://hdl.handle.net/20.500.14352/99516 De Fockert, J. W., Rees, G., Frith, C. D., & Lavie, N. (2001). The role of working memory in visual selective attention. Science (New York, N.Y.), 291(5509), 1803–1806. https://doi.org/10.1126/SCIENCE.1056496 Dovis, S., Van Der Oord, S., Wiers, R. W., & Prins, P. J. M. (2015). Improving executive functioning in children with ADHD: training multiple executive functions within the context of a computer game. a randomized double-blind placebo controlled trial. PloS One, 10(4). https://doi.org/10.1371/JOURNAL.PONE.0121651 Etchepareborda Simonini, M. C., & Abad Mas, L. (2005). Memoria de trabajo en los procesos básicos del aprendizaje. Revista de Neurología, 40(S01), S079. https://doi.org/10.33588/RN.40S01.2005078 García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious Games and Their Effect Improving Attention in Students with Learning Disabilities. International Journal of Environmental Research and Public Health, 16(14). https://doi.org/10.3390/IJERPH16142480 Glass, B. D., Maddox, W. T., & Love, B. C. (2013). Real-time strategy game training: emergence of a cognitive flexibility trait. PloS One, 8(8). https://doi.org/10.1371/JOURNAL.PONE.0070350 Hu, Y. Z., Urakami, J., Wei, H., Vomberg, L. H., & Chignell, M. (2024). Longitudinal analysis of sustained performance on gamified cognitive assessment tasks. Applied Neuropsychology:Adult, 31(4), 502–526. https://doi.org/10.1080/23279095.2022.2039931;JOURNAL:JOURNAL:HAPN20;PAGE:STRING:ARTICLE/CHAPTER Hyman, K. N., & Randolph, M. (2017). Is lumosity an effective brain training program?: a meta-analysis of the existing research. https://wcu.hykuup.com/concern/scholarly_works/80601a4a-cb3e-40e4-b3ed-861553190a9c?locale=fr Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences of the United States of America, 108(25), 10081–10086. https://doi.org/10.1073/PNAS.1103228108 Lampit, A., Launder, N. H., Minkov, R., Rollini, A., Davey, C. G., Finke, C., Lautenschlager, N. T., & Gavelin, H. M. (2022). Computerized cognitive training in people with depression: a protocol for a systematic review and meta-analysis. Systematic Reviews, 11(1). https://doi.org/10.1186/S13643-021-01872-6 Leung, N. T. Y., Tam, H. M. K., Chu, L. W., Kwok, T. C. Y., Chan, F., Lam, L. C. W., Woo, J., & Lee, T. M. C. (2015). Neural Plastic Effects of Cognitive Training on Aging Brain. Neural Plasticity, 2015. https://doi.org/10.1155/2015/535618 Li, Z., He, H., Chen, Y., & Guan, Q. (2024). Effects of engagement, persistence and adherence on cognitive training outcomes in older adults with and without cognitive impairment: a systematic review and meta-analysis of randomised controlled trials. Age and Ageing, 53(1). https://doi.org/10.1093/AGEING/AFAD247 Mam Khezri, A., & Mikaeli Manieh, F. (2021). Investigation into effects of Lumosity on working memory, visual Memory and executive functions among the elderly. Shenakht Journal of Psychology and Psychiatry, 8(3), 25–38. https://doi.org/10.32598/SHENAKHT.8.3.25 Oberauer, K. (2019). Working memory and attention - A conceptual analysis and review. Journal of Cognition, 2(1). https://doi.org/10.5334/JOC.58 Oryadi, P., Hadianfard, H., & Ghasemi, N. (2019). The Effectiveness of Cognitive Rehabilitation based on Computer Games on Executive Functions of Children with Attention Deficit / Hyperactivity Disorder. Journal of Cognitive Psychology, 7(1), 121–130. http://jcp.khu.ac.ir/article-1-3146-en.html Pashapoor, L., Kashani-Vahid, L., & Hakimirad, E. (2018). Effectiveness of Cognitive Computer games on Attention Span of Students with Intellectual Disability. 2018 2nd National and 1st International Digital Games Research Conference: Trends, Technologies, and Applications, DGRC 2018, 82–87. https://doi.org/10.1109/DGRC.2018.8712039 Ph.D., D. A. C. (2007). E. Strauss, E. M. S. Sherman, & O. Spreen, A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary. Applied Neuropsychology, 14(1), 62–63. https://doi.org/10.1080/09084280701280502 Reitan, R. M. (1958). Validity of the Trail Making Test as an Indicator of Organic Brain Damage. Perceptual and Motor Skills, 8(3), 271–276. https://doi.org/10.2466/PMS.1958.8.3.271 Sánchez-Cubillo, I., Periáñez, J. A., Adrover-Roig, D., Rodríguez-Sánchez, J. M., Ríos-Lago, M., Tirapu, J., & Barceló, F. (2009). Construct validity of the Trail Making Test: role of task-switching, working memory, inhibition/interference control, and visuomotor abilities. Journal of the International Neuropsychological Society : JINS, 15(3), 438–450. https://doi.org/10.1017/S1355617709090626 Sattler, J. M. ., & Ryan, J. J. . (2009). Assessment with the WAIS-IV. 321. https://books.google.com/books/about/Assessment_with_the_WAIS_IV.html?id=vMR9b7dshrQC Shanmugasundaram, M., & Tamilarasu, A. (2023). The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review. Frontiers in Cognition, 2, 1203077. https://doi.org/10.3389/FCOGN.2023.1203077/FULL Small, G. W., Lee, J., Kaufman, A., Jalil, J., Siddarth, P., Gaddipati, H., Moody, T. D., & Bookheimer, S. Y. (2020). Brain health consequences of digital technology use. Dialogues in Clinical Neuroscience, 22(2), 179–187. https://doi.org/10.31887/DCNS.2020.22.2/GSMALL Stevens, C., & Bavelier, D. (2012). The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental Cognitive Neuroscience, 2(SUPPL. 1). https://doi.org/10.1016/j.dcn.2011.11.001 Tombaugh, T. N. (2004). Trail Making Test A and B: normative data stratified by age and education. Archives of Clinical Neuropsychology : The Official Journal of the National Academy of Neuropsychologists, 19(2), 203–214. https://doi.org/10.1016/S0887-6177(03)00039-8 Unsworth, N., & Engle, R. W. (2007). On the division of short-term and working memory: an examination of simple and complex span and their relation to higher order abilities. Psychological Bulletin, 133(6), 1038–1066. https://doi.org/10.1037/0033-2909.133.6.1038 Wechsler, D. (2014). WISC-V Administration and Scoring Manual. NCS Pearson, Incorporated. - References - Scientific Research Publishing. (n.d.). Retrieved November 30, 2025, from https://www.scirp.org/reference/referencespapers?referenceid=3346302 | ||
|
آمار تعداد مشاهده مقاله: 7 |
||