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Volume 23, Issue 141 (11-2024)
Journal of Psychological Science 2024, 23(141): 285-302 |
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mojaver S, arjmandnia A, shokoohi yekta M, GHobari bonab B, Jafarkhani F. (2024). The effectiveness of the executive functions training program using augmented reality on visuoal-spatial working memory children with high-functioning autism spectrum disorder. Journal of Psychological Science. 23(141), 285-302. doi:10.52547/JPS.23.141.285
URL: http://psychologicalscience.ir/article-1-2432-en.html
URL: http://psychologicalscience.ir/article-1-2432-en.html
Shirin Mojaver 
, Aliakbar Arjmandnia * , Mohsen Shokoohi yekta , Bagher GHobari bonab , Fatemeh Jafarkhani
, Aliakbar Arjmandnia * , Mohsen Shokoohi yekta , Bagher GHobari bonab , Fatemeh Jafarkhani
Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran , arjmandnia@ut.ac.ir
Abstract: (448 Views)
Background: Children with autism spectrum disorder have deficits in executive functions, especially visual-spatial working memory. In the meantime, the training of executive functions using augmented reality can improve visual-spatial active memory of these children, so far no such program has been designed using augmented reality.
Aims: The aim of the current research was to determine the effectiveness of the executive functions training program using augmented reality on visual-spatial working memory of children with high-functioning autism spectrum disorders.
Methods: In terms of purpose, the current research was part of applied research and in terms of method, it was a semi-experimental study with a pre-test and post-test design with a control group and One month follow up. In this research, the research sample with the purposeful sampling method of qualified children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. 30 people (15 people in the control group and 15 people in the experimental group) of children with autism spectrum disorder were evaluated using the working memory test set for children Pickering & Gathercole (2001). The data was analyzed by variance analysis with repeated measurements using SPSS software version 24.
Results: The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p< 0.001).
Conclusion: Therefore, according to the advantages of the executive functions training program using augmented reality, it is suggested that executive functions (cognitive flexibility, active memory and response inhibition) be taught using augmented reality in exceptional schools.
Aims: The aim of the current research was to determine the effectiveness of the executive functions training program using augmented reality on visual-spatial working memory of children with high-functioning autism spectrum disorders.
Methods: In terms of purpose, the current research was part of applied research and in terms of method, it was a semi-experimental study with a pre-test and post-test design with a control group and One month follow up. In this research, the research sample with the purposeful sampling method of qualified children were included in the study and randomly assigned to two experimental (15 people) and control (15 people) groups. 30 people (15 people in the control group and 15 people in the experimental group) of children with autism spectrum disorder were evaluated using the working memory test set for children Pickering & Gathercole (2001). The data was analyzed by variance analysis with repeated measurements using SPSS software version 24.
Results: The findings showed that the executive functions training program using augmented reality had a significant effect on the control group in the two stages of post-test and follow-up (p< 0.001).
Conclusion: Therefore, according to the advantages of the executive functions training program using augmented reality, it is suggested that executive functions (cognitive flexibility, active memory and response inhibition) be taught using augmented reality in exceptional schools.
Keywords: executive functions, augmented reality, visual-spatial working memory, high-functioning children with autism spectrum disorder
Type of Study: Research |
Subject:
Special
Received: 2024/04/28 | Accepted: 2024/07/3 | Published: 2024/11/21
Received: 2024/04/28 | Accepted: 2024/07/3 | Published: 2024/11/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)