Enhancing Spatial Ability of Primary School Students by Using Applied MaakGep
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Published:
Aug 5, 2019
Keywords:
spatial ability applied maak gep electroencepphalogram
Main Article Content
Abstract
This research aimed to develop a pattern/model of playing Applied MaakGep for increasing spatial ability among primary school students. A comparison of spatial abilities between student sample groups with and without playing Applied MaakGep was determined by comparing the response accuracy, reaction time, amplitude, and latency of a P300 brainwave. The randomly-selected sample of sixty primary school students included males and females aged betweenten totwelve years old; they were randomly assigned to experimental and control groups. Theexperimentalplan comprised a pre-test and post-test with the control group. The experimentalgroup was subjected to play Applied MaakGep forty minutes a day for fifteen consecutive days. The main tool used in the research consisted of Applied MaakGep as created by the researcher. A mental rotation task test was also used, consisting of sixteen animal images and sixteen geometric shapes; EEG was recorded while performing the task test. Data were analyzed using frequency, percentage, mean, standard deviation, and t-test for independent.
The results were as follows:
- 1. In the experimental group, response accuracy and reaction times while conducting the test were compared on a pre-post basis. It was found that the experimental group, after playing Applied MaakGep, had a lower reaction time and higher response accuracy scores than before playing, with a statistical significance. In addition, the experimental group had a lower reaction time and higher response accuracy scores than the control group. Therefore, it can be concluded that playing Applied MaakGep improved the spatial ability of the experimental group.
- The results of amplitude and latency of the P300 brainwave of the experimental group while performing the spatial ability test were compared with that of the control group. The experimental group had higher P300 amplitude than the control group, at the sites of F3, C6, P6, P1 and POZ, as well as, lower P300 latency than the control group, at the sites of CP5.
It can be concluded that the Applied MaakGep was able to enhance the spatial ability of the primary school students.
Article Details
Section
บทความวิจัย (Research Articles)
ผลงานที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของวารสารวิทยาการวิจัยและวิทยาการปัญญา
References
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Jansen, P., Titze, C., & Heil, M. (2009). The influence of juggling on mental rotation performance. International Journal of Sport Psychology, 40, 351-359.
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Lutz, H. (2014).Life Kinetik. GehirntrainingdurchBewegung. München, Germany: BLV.
Neokleous, K. C., &Schizas, C. N. (2011). Computational modeling of visual selective attention.Procedia Computer Science,7, 244-245.
Neuburger, S., Jansen, P., Heil, M., &Quaiser-Pohl, C. (2011). Gender differences in pre-adolescents’ mental-rotation performance: Do they depend on grade and stimulus type?.Personality and Individual Differences, 50(8), 1238-1242.
Pietsch, S., Böttcher, C., & Jansen, P. (2017). Cognitive Motor Coordination Training ImprovesMental Rotation Performance in Primary School-Aged Children. Mind, Brain & Education, 11(4), 176–180.
Polich, J., &Kok, A. (1995). Cognitive and biological determinants of P300: An integrative review. Biological Psychology, 41(2), 103-146.
Schneck, C. M. (2010). A frame of reference for visual perception. In Kramer, P. &Hipnojosa, J. (Eds.), Frame of reference for pediatric occupational theory (3rded., pp. 349-389). USA: Lippincott Williams & Wilkin.
Scholz, L., Klien, M. C., Behrens, T. E., Johansen-Berg, H. (2009). Training induces changes in white-matter architecture. Nature Neuroscience, 12, 1370-1371.
Seidler, R. D. (2010). Neural correlates of motor learning, transfer to learning, and learning to learn. Exercise and Sport Science Reviews, 38, 3-9.
Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science,171(3972), 701-703.
Sibley, B.A., Etnier, J.L. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science, 15, 243-256.
Snodgrass, J. G., &Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, and visual complexity. Journal of experimental psychology: Human Learning and Memory, 6(2), 174-215.
Rizzolatti, G., &Luppino, G. (2001). The cortical motor system. Neuron, 31(6), 889-901.
Ung, P., &Kornpetpanee. S. (2560). Development of a Three-Dimensional Multiple-Moving Block Tracking Model (3D-MBTM) for Enhancing Spatial Ability in Early Adolescence. Research Methodology and Cognitive Science, 15(2), 12-24.
Vandenberg, S. G., &Kuse, A. R. (1978). Mental rotations, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills,47(2), 599-604.
Wheeler, M. E., &Treisman, A. M. (2002). Binding in short-term visual memory.Journal ofExperimental Psychology: General,131(1), 48-64.
Wintink, A. J., Segalowitz, S. J., & Cudmore, L. J. (2001). Task complexity and habituation effects on frontal P300 topography. Brain and Cognition,46(1-2), 307-311.
ปริญญา เรืองทิพย์ และเดชา วรรณพาหุล. (2557). การพัฒนาความสามารถด้านมิติสัมพันธ์ของนักเรียนชั้นมัธยมศึกษาตอนปลาย โดยการเล่นเกมชุโดกุ. วารสารราชนครินทร์, 11(25), 35-41.
มรดกภูมิปัญญาทางวัฒนธรรม. (2561). หมากเก็บ. วันที่สืบค้นข้อมูล 7 มกราคม 2561. เข้าถึงได้จาก http://ich.culture.go.th/index.php/th/ich/folk-sports-games-and-martial-arts/261
Agam, Y., &Sekuler, R. (2007). Interactions between working memory and visual perception: An ERP/EEG study.Neuroimage,36(3), 933-942.
Akarsu, S., Çaliskan, E., & Dane, Ş. (2009). Athletes have faster eye-hand visual reaction times and higher scores on visuospatial intelligence than non-athletes. Turkish Journal of Medical Sciences, 39(6), 871-874.
Alloway, T. P., Bibile, V., & Lau, G. (2013). Computerized working memory training: Can it lead to gains in cognitive skills in students?Computers in Human Behavior, 29(3), 632-638.
Baddeley, A. (2010). Working memory. Current Biology, 20(4), 136-140.
Baddeley, A. (2012). Working memory: Theories, models, and controversies.Annual Review of Psychology,63, 1-29.
Bird. C. M., & Burgess, N. (2008). The hippocampus and memory: Insights from spatial processing. Nature Reviews Neuroscience, 9, 182-194.
Blüchel, M., Lehmann, J., Kellner, J., & Jansen, P. (2013). The improvement in mental rotation performance in primary school-aged children after a two-week motor-training. Educational Psychology, 33(1), 75-86.
Christou, C., Pittalis, M., Mousoulides, N., Pitta, D., Jones, K., Sendova, E. &Boytchev, P.(2007). Developing an Active Learning Environment for the Learning of Stereometry. In proceeding of the 8th International Conference on Technology in Mathematics Teaching (ICTMT8), Hradec Králové: University of Hradec Králové.
Cohen, C. A., & Hegarty, M. (2014). Visualizing cross sections: Training spatial thinking using interactive animations and virtual objects. Learning and Individual Differences,33, 63-71.
Conroy, M. A., &Polich, J. (2007). Affective valence and P300 when stimulus arousal level is controlled. Cognition and Emotion,21(4), 891-901.
Davis, C. L., Tomporowski, P. D., Mcdowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E., Allison, J. D., Naglieri, J. A. (2011). Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial. Health Psychology: Official Journal of the Division of Health Psychology. American Psychological Association, 30, 91-98.
Edmonds, W, A., & Kennedy, T, D. (2017). An Applied Reference Guide to Research Design: Quantitative, Quanlitative and Mixed Methods. California: SAGE Publications.
Farber, D. A., &Sinitsyn, S. V. (2009). Functional organization of working memory in seven- to eight-year-old children. Human Physiology,35(2), 131-141.
Gerber, P., Schlaffke, L., Heba, S., Greenlee, M. W., Schultz, T., & Schmidt-Wilcke, T. (2014).Juggling revisited-A voxel–based morphometry study with expert jugglers. Neuroimage, 95, 320-325.
Jansen, P., Titze, C., & Heil, M. (2009). The influence of juggling on mental rotation performance. International Journal of Sport Psychology, 40, 351-359.
Kosslyn, S. M., Shephard, J. M., & Tomson, W. L. (2007). Spatial processing during mental image: A neurofunctional theory. In Mast, F. &Jancke, L. (Eds.), Spatial Processing in Navigation, Imagery and Perception (pp.1-15). New York, USA: Springer.
Lutz, H. (2014).Life Kinetik. GehirntrainingdurchBewegung. München, Germany: BLV.
Neokleous, K. C., &Schizas, C. N. (2011). Computational modeling of visual selective attention.Procedia Computer Science,7, 244-245.
Neuburger, S., Jansen, P., Heil, M., &Quaiser-Pohl, C. (2011). Gender differences in pre-adolescents’ mental-rotation performance: Do they depend on grade and stimulus type?.Personality and Individual Differences, 50(8), 1238-1242.
Pietsch, S., Böttcher, C., & Jansen, P. (2017). Cognitive Motor Coordination Training ImprovesMental Rotation Performance in Primary School-Aged Children. Mind, Brain & Education, 11(4), 176–180.
Polich, J., &Kok, A. (1995). Cognitive and biological determinants of P300: An integrative review. Biological Psychology, 41(2), 103-146.
Schneck, C. M. (2010). A frame of reference for visual perception. In Kramer, P. &Hipnojosa, J. (Eds.), Frame of reference for pediatric occupational theory (3rded., pp. 349-389). USA: Lippincott Williams & Wilkin.
Scholz, L., Klien, M. C., Behrens, T. E., Johansen-Berg, H. (2009). Training induces changes in white-matter architecture. Nature Neuroscience, 12, 1370-1371.
Seidler, R. D. (2010). Neural correlates of motor learning, transfer to learning, and learning to learn. Exercise and Sport Science Reviews, 38, 3-9.
Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science,171(3972), 701-703.
Sibley, B.A., Etnier, J.L. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science, 15, 243-256.
Snodgrass, J. G., &Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, and visual complexity. Journal of experimental psychology: Human Learning and Memory, 6(2), 174-215.
Rizzolatti, G., &Luppino, G. (2001). The cortical motor system. Neuron, 31(6), 889-901.
Ung, P., &Kornpetpanee. S. (2560). Development of a Three-Dimensional Multiple-Moving Block Tracking Model (3D-MBTM) for Enhancing Spatial Ability in Early Adolescence. Research Methodology and Cognitive Science, 15(2), 12-24.
Vandenberg, S. G., &Kuse, A. R. (1978). Mental rotations, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills,47(2), 599-604.
Wheeler, M. E., &Treisman, A. M. (2002). Binding in short-term visual memory.Journal ofExperimental Psychology: General,131(1), 48-64.
Wintink, A. J., Segalowitz, S. J., & Cudmore, L. J. (2001). Task complexity and habituation effects on frontal P300 topography. Brain and Cognition,46(1-2), 307-311.