Investigating Efficacy of “Working Memory Training Software” on Students Working Memory

Fahimi, Mehrnoosh; Arjmandnia, Ali Akbar; Fathabadi, Jalil · 2014 · Crossref

DOI: 10.4236/health.2014.616259

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Summary

This study addresses the development and efficacy evaluation of a novel computerized cognitive training tool designed to enhance working memory in primary school students. Motivated by the critical role of working memory in learning, academic achievement, and executive function, and noting the absence of such localized software in Iran, the researchers aimed to create an Iranian version of purposeful computer games. The study sought to determine if this specific intervention could significantly improve students' working memory capacity, building on evidence from international programs like Cogmed and Jungle Memory. The research employed a semi-experimental design involving 72 primary school students (grades 3–5) from Tehran and Kish schools. The intervention consisted of a researcher-developed software featuring two games: "Flower Game," which targets verbal and visual-spatial memory through planting tasks, and "Cake Game," a more complex task involving recipe scaling and ingredient selection. Content validity was established through expert evaluation, yielding a Spearman correlation coefficient of 1. Participants underwent ten sessions of training. Working memory performance was assessed using pre-test and post-test administrations of the working memory subtests from the Tehran-Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scale for Children. Statistical analysis utilized paired-samples t-tests to compare scores while controlling for pre-test effects. The results demonstrated that the software possessed strong content validity. More importantly, the intervention led to statistically significant improvements in working memory performance. Paired-samples t-tests revealed significant differences in post-test scores for both assessment tools: the Tehran-Stanford-Binet Intelligence Scale (t = −10.869, df = 71, P < 0.05) and the Wechsler Intelligence Scale for Children (t = −16.809, df = 71, P < 0.05). These findings indicate that the ten-session training program effectively enhanced students' ability to store and manipulate information. The study concludes that the developed Working Memory Training Software is a valid and effective tool for improving cognitive skills in children. The findings align with previous international research on computerized cognitive training, suggesting that such interventions can successfully boost working memory capacity. The authors recommend integrating similar programs into school curricula and recreational activities to support cognitive development. However, they acknowledge limitations, including the semi-experimental design, lack of random assignment, and potential gender generalization issues. Future research is suggested to evaluate long-term effectiveness, impact on academic performance, and efficacy in special populations, such as children with learning disabilities.

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• working memory