Influence of Non-linear Storytelling in Video Games on Cognitive Development among Students with Learning Disabilities

Abdullah Ahmed Almulla, Mohamad Ahmad Saleem Khasawneh, Samer Adnan Abdel-Hadi, Hani Yousef Jarrah

Abstract


This study seeks to answer the question, aiming to investigate whether playing video games affects the cognitive development of students with learning impairments in Saudi Arabia" by looking at the possibility of gender differences in the cognitive results of video game play. A quantitative method of research was used to investigate whether or not certain aspects of video game play, such as playing frequency, game genre, and length, are associated with cognitive growth in memory, attention, and problem-solving among a sample of 350 students. The results showed a link between frequent play and involvement in certain game genres, such as action and role-playing games, to the improvement of students’ cognitive development. It was also noted that female participants consistently outperformed male participants on tests of memory, attention, and problem-solving, highlighting the moderating influence of gender. These results have major ramifications for educators, parents, and policymakers. Thus, the need to develop healthy gaming habits and apply strategies that are welcoming to students of both sexes, illuminating the potential of video games as tools for fostering cognitive growth is deemed necessary.

https://doi.org/10.26803/ijlter.23.1.5


Keywords


video game engagement; cognitive development; learning disabilities; gender differences

Full Text:

PDF

References


Abu Talib, R. I., Nikolic, P. K., Sunar, M. S., & Prada, R. (2020). In-visible island: Inclusive storytelling platform for visually impaired children. Mobile Networks and Applications, 25, 913-924.

Alashram, A. R., Annino, G., Padua, E., Romagnoli, C., & Mercuri, N. B. (2019). Cognitive rehabilitation post traumatic brain injury: A systematic review for emerging use of virtual reality technology. Journal of Clinical Neuroscience, 66, 209-219.

Al-Jarrah, R. S. (2016). A suggested model of corrective feedback provision. Ampersand, 3, 98-107. https://doi.org/10.1016/j.amper.2016.06.003

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34. https://doi.org/10.20472/TE.2015.3.3.002

Al-Seghayer, K. (2015). Salient Key Features of Actual English Instructional Practices in Saudi Arabia. English Language Teaching, 8(6), 89-99.

Anjos, F. E. V. dos, Rocha, L. A. O., Pacheco, R., & da Silva, D. O. (2021). Teaching-Learning Strategies to Production Planning and Control Concepts: Application of Scenarios to Sequencing Production with Virtual Reality Support. International Journal of Learning, Teaching and Educational Research, 20(8), 108–125. https://doi.org/10.26803/ijlter.20.8.7

Anjos, F. E. V. dos, Rocha, L. A. O., Silva, D. O. da, & Pacheco, R. (2020a). Virtual and augmented reality application in production engineering teaching-learning processes. Production, 30, 1–16. https://doi.org/10.1590/0103-6513.20190088

Anjos, F. E. V. dos, Rocha, L. A. O., Silva, D. O. da, & Pacheco, R. (2020b). Virtual and augmented reality application in production engineering teaching-learning processes. Production, 30(THEMATIC SECTION-PRESENT AND FUTURE OF PRODUCTION ENGINEERING). https://doi.org/10.1590/0103-6513.20190088

Blundon, G., & Smits, E. (2000). Cognitive rehabilitation: A pilot survey of therapeutic modalities used by Canadian occupational therapists with survivors of traumatic brain injury. The Canadian Journal of Occupational Therapy, 67(3), 184.

Blumberg, S. J., Bramlett, M. D., Kogan, M. D., Schieve, L. A., Jones, J. R., & Lu, M. C. (2013). Changes in prevalence of parent-reported autism spectrum disorder in school-aged US children: 2007 to 2011-2012 (No. 65). US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics.

Boot, W. R., Blakely, D. P., & Simons, D. J. (2011). Do action video games improve perception and cognition?. Frontiers in psychology, 2, 226. https://doi.org/10.3389/fpsyg.2011.00226

Calleja, G. (2011). In-game: From immersion to incorporation. mit Press.

Carter, D. F., Razo Dueñas, J. E., & Mendoza, R. (2019). Critical examination of the role of STEM in propagating and maintaining race and gender disparities. Higher Education: Handbook of Theory and Research: Volume 34, 39-97.

Conners C. K., Epstein J. N., Angold A., Klaric J. (2003). Continuous performance test performance in a normative epidemiological sample. J. Abnorm. Child Psychol. 31, 555–562. doi: 10.1023/a:1025457300409, PMID

Games, T. (2012). The Walking Dead. Telltale Games.

Giedd, J. N., Raznahan, A., Alexander-Bloch, A., Schmitt, E., Gogtay, N., & Rapoport, J. L. (2015). Child psychiatry branch of the National Institute of Mental Health longitudinal structural magnetic resonance imaging study of human brain development. Neuropsychopharmacology, 40(1), 43-49. https://doi.org/10.1038/npp.2014.236

Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534-537. https://doi.org/10.1038/nature01647

Gur, R. C., Richard, J., Calkins, M. E., Chiavacci, R., Hansen, J. A., Bilker, W. B., ... & Gur, R. E. (2012). Age group and sex differences in performance on a computerized neurocognitive battery in children age 8? 21. Neuropsychology, 26(2), 251. https://doi.org/10.1037/a0026712

Hill, D. (2010). Emotionomics: Leveraging emotions for business success. Kogan Page Publishers.

Hyde, K. D., Nilsson, R. H., Alias, S. A., Ariyawansa, H. A., Blair, J. E., Cai, L., ... & Zhou, N. (2014). One stop shop: backbones trees for important phytopathogenic genera: I (2014). Fungal Diversity, 67, 21-125. https://doi.org/10.1007/s13225-014-0298-1

Juul-Kristensen, B., Hansson, G. Å., Fallentin, N., Andersen, J. H., & Ekdahl, C. (2001). Assessment of work postures and movements using a video-based observation method and direct technical measurements. Applied ergonomics, 32(5), 517-524. https://doi.org/10.1016/S0003-6870(01)00017-5

Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963.

Pelham Jr, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37(1), 184-214. https://doi.org/10.1080/15374410701818681

Rahimi, S., Walker, J. T., Lin-Lipsmeyer, L., & Shin, J. (2023). Toward defining and assessing creativity in sandbox games. Creativity Research Journal, 1-19. https://doi.org/10.1080/10400419.2022.2156477

Shaywitz, S. E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., ... & Gore, J. C. (2003). Neural systems for compensation and persistence: young adult outcome of childhood reading disability. Biological psychiatry, 54(1), 25-33. https://doi.org/10.1016/S0006-3223(02)01836-X

Wechsler, D. (2009). Wechsler Memory Scale—Fourth Edition (WMS–IV) technical and interpretive manual. San Antonio, TX: Pearson

Winter, J. (2022). BioWare's Mass Effect. Springer Nature.

Zagal, J. P., Björk, S., & Lewis, C. (2013). Dark patterns in the design of games. In Foundations of Digital Games 2013.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493