The Effect of Rehabilitation Games on Sustained Attention in University Students: A Randomized Clinical Trial

Document Type : Original Articles

Authors
Yazdan Movahedi 1
Abbas Mousivand 2
Mahdi Pourjafar 2
1 Assistant Professor, School of Multimedia, Tabriz Islamic Art University, Tabriz, Iran
2 MSc Student, Department of Computers Arts, School of Multimedia, Tabriz Islamic Art University, Tabriz, Iran
10.22122/jrrs.v15i3.3466
Abstract
Introduction:Filial therapy is an effective strategy dealing with cognitive disorders. The aim of this study is to investigate the impact of rehabilitation computer games on increasing sustained attention in university students.Materials and Methods: In this randomized clinical trial, the target population consisted of students in Islamic Art University of Tabriz, Iran, in 2019 among who 30 students were selected with convenience sampling and divided randomly into two groups of 15 each by lot. 15 subjects played the rehabilitation games and the remaining 15 ones in the control received no intervention. The data were analyzed by multivariate analysis of covariance (ANCOVA).Results: Data analysis showed that there was a significant difference between the pre-test and post-test scores of the experimental and control groups (P < 0.04), indicating that the rehabilitation game has improved the level of attention (P ≤ 0.02).Conclusion: This study shows that rehabilitation games can be used as an effective method in individuals to increase attention.

Keywords

  1. Seidman LJ, Biederman J, Monuteaux MC, Doyle AE, Faraone SV. Learning disabilities and executive dysfunction in boys with attention-deficit/hyperactivity disorder. Neuropsychology 2001; 15(4): 544-56.
  2. Bayrami M, Movahedi Y, Ahmadi E. The effectiveness of cognitive rehab on the selective-divided attention and working memory in students with dyslexia and dyscalculia disabilities. Journal of Neuropsychology 2017; 3(2): 9-28. [In Persian].
  3. Sterr A. Attention performance in young adults with learning disabilities. Learn Individ Differ 2004; 14(2): 125-33.
  4. Barkley RA. Attention–deficit hyperactivity disorder: A handbook for diagnosis and treatment. 3rd ed. New York, NY: The Guilford Press; 2005.
  5. Gaitan A, Garolera M, Cerulla N, Chico G, Rodriguez-Querol M, Canela-Soler J. Efficacy of an adjunctive computer-based cognitive training program in amnestic mild cognitive impairment and Alzheimer's disease: a single-blind, randomized clinical trial. Int J Geriatr Psychiatry 2013; 28(1): 91-9.
  6. Beyrami M, Movahedi Y, Abdian H, Esmaeeli S. The effectiveness of neuropsychological rehabilitation treatment on the performance of sustained in students with dyslexia disabilities. Neuropsychology 2018; 4(12): 141-52. [In Persian].
  7. Thorell LB, Lindqvist S, Bergman NS, Bohlin G, Klingberg T. Training and transfer effects of executive functions in preschool children. Dev Sci 2009; 12(1): 106-13.
  8. Bayrami M, Nazari MA, Hashemi T, Movahedi Y. The effectiveness of neuropsychological rehabilitation treatment on the continuous attention function of students with dyscalculia. Community Health Journal 2017; 10(3): 45-52. [In Persian].
  9. Owen AM, Hampshire A, Grahn JA, Stenton R, Dajani S, Burns AS, et al. Putting brain training to the test. Nature 2010; 465(7299): 775-8.
  10. Barkley RA. ADHD and the nature of self-control. New York, NY: Guilford Press; 1997.
  11. Hadianfard H, Najarian B, Shokrkon H, Mehrabizadeh Honarmand M. Construction and validation of the Farsi version of The Continuous Performance Test. Journal of Psychology 2001; 4(4): 388-404. [In Persian].
  12. Dahlin K. Effects of working memory training on reading in children with special needs. Read Writ 2011; 24(4): 479-91.
  13. Garcia-Redondo P, Garcia T, Areces D, Nunez JC, Rodriguez C. Serious games and their effect improving attention in students with learning disabilities. Int J Environ Res Public Health 2019; 16(14).
  14. Rajabi S, Pakize A, Moradi N. Effect of combined neurofeedback and game-based cognitive training on the treatment of ADHD: A randomized controlled study. Appl Neuropsychol Child 2019; 1-13. [Epub ahead of print].
  15. Ponce HR, Lopez MJ, Mayer RE. Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Comput Educ 2012; 59(4): 1170-83.
  16. Yang X, Wang D, Zhang Y. An adaptive strategy for an immersive visuo-haptic attention training game. Proceedings of the International Conference on Human Haptic Sensing and Touch Enabled Computer Applications; 2016 Jul 4-7; London, UK.
  17. Nadertabar M, Sharifidaramadi P, Pezeshk S, Farrokhi N. Computer games effects on selective attention and visual processing speed in deaf students. Middle Eastern Journal of Disability Studies 2017; 7:107. [In Persian].
  18. Jangi SH. Compare attention and executive function in children with learning disabilities and normal [MSc Thesis]. Tabriz, Iran: University of Tabriz; 2012. [In Persian].
  19. Buchan BD. The Classification of Reading Disability Subtypes and the Efficacy of Hemisphere Specific Stimulation. Indiana, PA: Indiana University of Pennsylvania; 2009.
  20. Barlow DH, Durand VM. Abnormal Psychology: An Integrative Approach. 7th ed. Boston, MA: Cengage Learning; 2014.
  21. Baddeley A. The episodic buffer: A new component of working memory? Trends Cogn Sci 2000; 4(11): 417-23.
  22. Shayanmehr S, Tahaei AA, Fatahi J, Jalaie S, Modarresi Y. Development, validity and reliability of Persian quick speech in noise test with steady noise. Aud Vestib Res 24(4): 234-44.
Journal of Research in Rehabilitation Sciences
Volume 15, Issue 3 - Serial Number 3
August 2019
Pages 163-168