Enhancing Visual Working Memory in Primary School Students Using a Computer-Based Action Game: An Event-Related Potential Study

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รัชกร โชติประดิษฐ
เสรี ชัดแช้ม
ปรัชญา แก้วแก่น


The research aimed 1) to develop a computer-based action game by applied the Cognitive Theory of Multimedia Learning with primary school students, 2) to compare the mean score of accuracy and reaction time while testing visual working memory between before, and after experiment in action game group, 3) to compare the mean of P300 amplitude and the mean of P300 latency while testing visual working memroy between before and after experiment in action game group, 4) to compare the mean score of accuracy and reaction time while testing visual working memroy after experiment between two groups. And 5) to compare the mean of P300 amplitude and the mean of P300 latency while testing visual working memory after experiment between two groups. The participants were 49 primary school students whose age were between 10-11 years old. They were randomly assigned in to two experimental groups: First group trained with computer action game with 25 participants, while second group trained with non-action game with 24 participants. The research instruments were computer-based action game and non-action game, test of visual working memory, and the neuroscan systems. Data were analyzed using descriptive statistic and t-test. The results demonstrated that after the experiment, the action game group possessed a higher mean score of accuracy than before experiment (p< .01). The mean reaction time after the experiment was lower than before the experiment (p< .01). In addition, after the experiment, the action game and the non-action game groups had lower means for P300 amplitude, and also for the mean of P300 latency than before the experiment at the frontal lobe (FPz and Fz), at the parietal lobe (Pz, POz, FCz, Cz and CPz), and at the occipital lobe (Oz) (p< .01). Furthermore, after the experiment the mean of P300 amplitude and the mean of P300 latency of the action game group were lower than the non-action game group in the frontal lobe (FPz and Fz), the parietal lobe (Pz and POz) and the occipital lobe (Oz) (p< .05). In conclusion, the possibility of enhancing the efficient visual working memory of primary school students was achieved by continuously practice with the computer-based action game develpoed by the application of the Cognitive Theory of Multimedia Learning.

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บทความวิจัย (Research Articles)


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