Document Type : Research Paper
Authors
1 PhD student in general psychology, Islamic Azad University, Arak branch. Markazi, Arak, Iran.
2 Assistant Professor, Department of Psychology, Islamic Azad University, Andimshek branch, Khuzestan, Iran.
3 Assistant Professor of Clinical Sports Neuropsychology, Tehran Institute of Clinical Sports Neuropsychology, Iran.
Abstract
The purpose of this study was to compare the effectiveness of computer-assisted cognitive rehabilitation and intervention based on virtual reality on sensorimotor benefit and working memory of children with learning disabilities. The current research design was a semi-experimental type of pre-test, post-test and three-month follow-up with a control group. The statistical population included all students suffering from a specific learning disorder of the reading type in Arak city in the summer of 2023, 30 of them were selected based on simple random sampling and randomly assigned to 10 groups of computer-aided, virtual reality and test subjects. were subjected to intervention and measured by Kirchner's (1985) working memory task And Integrated Visual and Auditory Continues Performance Test (IVA-2). Then, the participants were re-evaluated after three months to perform a follow-up test. The control group did not receive any intervention during the study. In the end, multivariate analysis of variance with Benferoni's post hoc test was used to analyze the data. Both computer-assisted cognitive rehabilitation and virtual reality interventions were able to improve and increase the amount of auditory and visual interest and working memory in the participants of the test group, and this effectiveness was maintained in the 3-month follow-up test. In terms of effectiveness, the results showed that the computer-assisted cognitive rehabilitation group was more effective in both post-test and follow-up stages. Both treatments, especially the treatment based on computer-aided cognitive rehabilitation,
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