مقایسهٔ اثربخشی بازی‌های رایانه‌ای با بازی‌های سنتی ایرانی بر حافظهٔ فعال و برنامه‌ریزی دانش‌آموزان دارای ناتوانی ریاضی

زمینه و هدف: با توجه به اینکه کارکردهای اجرایی از جمله حافظهٔ فعال و برنامه ریزی از عوامل بسیار مهم در یادگیری است و این کارکردها در دانش آموزان مبتلا به ناتوانی یادگیری ریاضی دچار نقص است، هدف پژوهش حاضر مقایسهٔ اثربخشی بازی های رایانه ای با بازی های سنتی ایرانی بر حافظهٔ فعال و برنامه ریزی دانش آموزان دارای ناتوانی ریاضی بود.روش بررسی: روش پژوهش از نوع نیمه آزمایشی با طرح پیش آزمونپس آزمون با گروه گواه بود. جامعهٔ آماری پژوهش شامل تمامی دانش آموزان پایهٔ چهارم تا ششم دبستان در شهر تهران با سنین 12-10 سال بود که در سال تحصیلی 97-96 با ناتوانی ریاضی مواجه بودند. بدین منظور تعداد 30 نفر آزمودنی به شیوهٔ نمونه گیری دردسترس و هدفمند انتخاب شدند و به صورت تصادفی به 3 گروه تقسیم گردیدند (گروه گواه، گروه آزمایشی بازی های سنتی و گروه آزمایشی بازی های رایانه ای). حافظهٔ فعال دانش آموزان با خرده مقیاس حافظهٔ رقمی با مقیاس هوش وکسلر تجدیدنظر شده (1949) و توانایی برنامه ریزی آن ها با آزمون رایانه ای برج لندن (1982) بررسی شد. روش اجرا بدین ترتیب بود که بعد از پیش آزمون، جلسات بازی برای دو گروه آزمایش اجرا گردید و درنهایت از هر سه گروه پس آزمون به عمل آمد. تجزیه وتحلیل داده ها با استفاده از تحلیل کوواریانس چند متغیری مانووا و آزمون بن فرونی در سطح معناداری 0٫01 و با استفاده از نسخهٔ 24 نرم افزار spss بررسی شد.یافته ها: یافته ها نشان داد میانگین حافظهٔ فعال گروه آزمایشی بازی های سنتی از 6٫932±48٫60 به 6٫077±50٫60 و میانگین برنامه ریزی گروه آزمایشی بازی های سنتی از4٫211±24٫20 به 4٫111±25٫70 و همچنین میانگین حافظهٔ فعال گروه آزمایشی بازی های رایانه ای از 8٫284±46٫80 به 8٫168±50٫61 و میانگین برنامه ریزی گروه آزمایشی بازی های رایانه ای از 4٫149±23٫10 به 4٫007±25٫50 افزایش پیداکرد. که دراین بین میزان اثربخشی بازی های رایانه ای، به طور معناداری بیشتر از بازی های سنتی ایرانی بود (0٫001>p).نتیجه گیری: بر اساس یافته های پژوهش تکالیف برنامه رایانه ای به گونه ای بوده که اجزای بیشتری از حافظهٔ فعال و برنامه ریزی را درگیر نموده و به صورت هدف دارتری پیش می روند و همین امر می تواند از علت های موفقیت بیشتر این نوع برنامه باشد.

Comparison of the Effectiveness of Computer Games with Traditional Iranian Games on Working Memory and Planning for Students with Mathematical disability

Background & Objective: Learning disabilities are the essential poor academic performance, of which mathematical problems are the most important. One of the significant issues in young children with learning disabilities is a weakness in executive functions and memory. One of the most important components of executive functions is working memory, and another is the ability of planning and problemsolving. On the other hand, Playing is an important part of everyday life, and it has different functions, one of which is its educational aspect. Given the weaknesses in executive functions such as working memory and the ability of planning in students with learning disabilities, also, due to the emergence and development of new technologies, the purpose of this study was to compare the effectiveness of computer games with traditional Iranian games on working memory and planning in students with mathematical disabilities.Methods: The research method was quasiexperimental with pretestposttest design with the control group. The statistical population was all fourth to sixthgrade elementary school students aged 1012 years in Tehran who faced mathematical disabilities in the 20172018 school year. For this purpose, 30 subjects who were qualified and satisfied selected by convenience and purposive sampling, were chosen, they were included in the study and then randomly divided into three groups (control group, traditional game experimental group, and computer game experimental group). Inclusion criteria were three criteria as teacher Report Based on DSM5 Mathematical Disability Screening Test, Wechsler Test, and keymath Test. According to the DSM5 Screening Criterion for Mathematical Disability, students with specific learning disabilities were selected, and then the Wechsler Intelligence Test was taken from them. According to the Wechsler test, students with a difference of 20 points or more in verbal and nonverbal intelligence who were weak in calculations and numerical memory subscales diagnosed with mathematical learning disabilities. Then the third criterion, the keymath mathematical test, obtained from them, and when these three criteria showed that the student had a mathematical disability, they selected as the sample group. Before running training packages, Pretest was taken from the students of the sample group by using a keymath mathematical test (1976), WISCR (1949) to measure working memory and London Tower Computer Test (1982) to measure planning ability and after the training sessions, each person was taken posttest. Mean and standard deviation used to describe the data and according to the pretest and posttest with the control group, multivariate analysis of covariance) MANOVA (was used to analyze the data, and the assumptions of applying covariance analysis used by Levine test at the significant level of 0.01. Statistical analysis performed by using SPSS24 software.Results: The results showed that the mean of the working memory of the traditional game experimental group was 48.60±6.932 in the pretest to 50.60±6.077 in the posttest, and the mean of the planning of the traditional game experimental group was 24.20±4.211 in the pretest to 25.70±4.111 in the posttest. The mean of the working memory of the computer game experimental group was 46.80±8.284 in the pretest to 50.61±8.168 in the posttest, and the mean of the planning of the computer game experimental group was 23.10±4.149 in the pretest to 25.50±4.007 in the posttest, increased. At last the results showed that the effectiveness of computer games was more than traditional Iranian games (p<0.001).Conclusion: The results showed that there was a significant difference between the effect of traditional games and computer games in the area of working memory and planning, and the impact of computer games was more significant. It found that using computerbased learning games strategies, increased motivation, and a positive attitude toward learning lessons and a positive attitude towards oneself. When computer games are used purposefully, information enters memory through audio and visual channels and combined with prior knowledge. It will lead to the creation of new, consistent information in memory. Computer program assignments are designed to incorporate more sections of working memory and planning components, and they are progressing more purposefully, and that could be one of the reasons for the success of these programs.