The Effect of Computerized Cognitive Training on the Working Memory and Mathematics Achievement of Low Achievers (75483)

Session Information: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Session Chair: Shalette Ashman

Thursday, 23 November 2023 11:45
Session: Session 2
Room: Room 708
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Computerized cognitive training is widely recognized for enhancing working memory in various populations, such as stroke patients, ADHD children, and older adults. However, its impact on low-achieving primary school students remains under-researched. This study aimed to understand the relationship between working memory, computerized cognitive training, and academic achievement. Specifically, it assessed if this training could boost mathematics scores (using the Grade Four Literacy Test) and working memory capacity (using the Automated Working Memory Assessment) in these students.
A randomized control trial was carried out: the experimental group underwent progressive computerized memory training, while the control group received basic training. Both sessions, conducted by the same teacher, lasted an hour daily for five weeks. Post-training, both groups demonstrated enhanced working memory scores. A significant improvement was observed in the experimental group (Wilks Lambda F = 2.880, p = .045) compared to the control. Although both groups exhibited higher post-training mathematics scores, the difference wasn't statistically significant (F = 2.719, p = .085). Similarly, the end-of-term mathematics scores six weeks post-training showed improvements for both groups, but the differences remained non-significant (F = 2.719, p = .085).

Shalette Ashman, LearningHub Group, United States

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00