اثر بازی‌های حرکتی در برابر بازی‌های رایانه‌ای بر کارکردهای اجرایی، عملکرد تحصیلی و تبحر حرکتی دانش‌آموزان با اختلال یادگیری ریاضی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد رفتار حرکتی دانشکدۀ علوم ورزشی دانشگاه اصفهان، اصفهان، ایران

2 . استادیار گروه رفتار حرکتی دانشکدۀ علوم ورزشی دانشگاه اصفهان، اصفهان، ایران

3 دانشیار گروه روان‌شناسی و آموزش کودکان با نیازهای خاص دانشگاه اصفهان، اصفهان، ایران

چکیده

اختلال یادگیری ریاضی[1] از اختلالات شایع یادگیری در مدارس به‌شمار می‌رود که در آن کودکان با وجود داشتن هوش طبیعی، توانایی یادگیری و درک مهارت‌های ریاضی را ندارند. این امر ممکن است به‌دلیل اختلال در تمرکز، مشکلات حافظه یا هماهنگ نبودن کامل حرکات بدن به‌وجود آید. در این تحقیق اثر بازی‌های رایانه‌ای و حرکتی به‌صورت مقایسه‌ای بر کارکردهای اجرایی، عملکرد تحصیلی و تبحر حرکتی دانش‌آموزان بررسی شد. به این منظور 20 دانش‌آموز دختر با اختلال یادگیری ریاضی با دامنۀ سنی 8 تا 9 سال جهت همگن بودن دو گروه براساس نمرۀ ریاضی کی مت به دو گروه متوازن تقسیم شدند (n=10). آزمودنی‌های گروه 1 به مدت 8 هفتۀ 3 جلسه‌ای به مدت 45 دقیقه به بازی‌های حرکتی و آزمودنی‌های گروه 2 در همین بازۀ زمانی به انجام بازی‌های رایانه‌ای پرداختند. آزمون‌های ریاضی کی مت (برای تشخیص و ارزیابی عملکرد تحصیلی)، برونینکز اوزرتسکی، استروپ و آزمون N-back در مراحل پیش‌آزمون و پس‌آزمون گرفته شد. نتایج نشان داد بازی‌های رایانه‌ای در مقایسه با بازی‌های حرکتی بر کارکردهای اجرایی و عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی تأثیر بیشتری داشته و در مقابل بازی‌های حرکتی بر تبحر حرکتی این دانش‌آموزان مؤثرتر بوده است.
 
[1]. Mathematical learning disorder

کلیدواژه‌ها


عنوان مقاله [English]

The effect of motor games versus computer games on the executive academic functions and motor proficiency in students with mathematics learning disorders

نویسندگان [English]

  • Fatemeh Baradaran 1
  • Shila Safavi Homami 2
  • Salar Faramarzi 3
1 Motor behavior, collage of education, university of Esfahan, Esfahan
2 Assistant Professor, Faculty of Sport, University of Isfahan, Isfahan, Ira
3 Associated Professor, Department of Psychology and Education of Children with Special Needs, Isfahan, Iran
چکیده [English]

The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.

کلیدواژه‌ها [English]

  • Academic Performance
  • Computer Game
  • executive function
  • Motor Proficiency
  • Motor game
  • Mathematical learning disorder
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The effect of motor games versus computer games on the executive, academic functions and motor proficiency in students with Mathematical learning disorder

 

Fatemeh Baradaran*1 - Shila Safavi Hamami2 - Salar Faramarzi3

  1. MSc, Faculty of Sport Science, University of Isfahan, Isfahan, Iran2. Assistant Professor, Faculty of Sport Science, University of Isfahan, Isfahan, Iran3. Associated Professor, Department of Psychology and Education of Children with Special Needs, Isfahan, Iran

(Received: 2020/01/04; Accepted:2021/07/21)

 

Abstract

The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.


Keywords

Academic Performance, Computer game, Executive Function, Motor Proficiency, Motor game, Mathematical learning disorder.

 

 

 

 

 

* Corresponding Author: Email: fatemeh.baradaran@gmail.com ; Tel:+989903435498