مقاﯾﺴﻪ ﺗﺎﺛﯿﺮ ﺑﺎزيﻫﺎي ﮐﺎﻣﭙﯿﻮﺗﺮي ﺧﺸﻦ و آﻣﻮزﺷﯽ ﺑﺮ ﺣﺎﻓﻈﻪ ﮐﺎري و ﺳﺮﻋﺖ ﭘﺮدازش ﮐﻮدﮐﺎن دوره اﺑﺘﺪاﯾﯽ

Comparing the effect of aggressive and educational games on working memory and processing speed of primary school children

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﻣﻘﺎﯾﺴﻪ ﺗﺎﺛﯿﺮ ﺑﺎزيﻫﺎي ﮐﺎﻣﭙﯿﻮﺗﺮي ﺧﺸﻦ و آﻣﻮزﺷﯽ ﺑﺮ ﺣﺎﻓﻈﻪ ﮐﺎري و ﺳﺮﻋﺖ ﭘﺮدازش داﻧﺶآﻣﻮزان دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﺒﺮﯾﺰ اﺳﺖ، روش ﭘﮋوﻫﺶ ﭘﺲ روﯾﺪادي ﺑﻮد و ﺟﺎﻣﻌﻪ آﻣﺎري ﮐﻮدﮐﺎن ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﻧﺎﺣﯿﻪ 2ﺗﺒﺮﯾﺰ ﺑﺎ ﺗﻌﺪاد 82500ﻧﻔﺮ اﺳﺖ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﺗﻌﺪاد 150 ﻧﻔﺮ ﮐﻮدك ﺑﻪ روش در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪ )50 ﻧﻔﺮ در ﮔﺮوه ﺑﺎزي ﻫﺎي ﮐﺎﻣﭙﯿﻮﺗﺮي آﻣﻮزﺷﯽ، 50 ﻧﻔﺮ در ﮔﺮوه ﺑﺎزيﻫﺎي ﮐﺎﻣﭙﯿﻮﺗﺮي ﺧﺸﻦ و 50 ﻧﻔﺮ در ﮔﺮوه ﺑﺪون ﺳﺎﺑﻘﻪ ﺑﺎزي (. ﻣﻼك ﺗﺨﺼﯿﺺ ﺑﻪ ﮔﺮوﻫﻬﺎ، اﻧﺠﺎم ﺑﺎزي ﺧﺸﻦ و آﻣﻮزﺷﯽ در ﻃﯽ ﯾﮑﺴﺎل اﺧﯿﺮ ﺑﻪ ﻣﺪت ﺣﺪاﻗﻞ 7 ﺳﺎﻋﺖ ﯾﺎ ﺑﯿﺸﺘﺮ در ﻃﻮل ﻫﻔﺘﻪ ﺑﻮد. ﻣﻼك ﺗﺨﺼﯿﺺ در ﮔﺮوه ﺑﺪون ﺳﺎﺑﻘﻪ ﺑﺎزي، ﻋﺪم اﻧﺠﺎم ﺑﺎزي ﮐﺎﻣﭙﯿﻮﺗﺮي ﯾﺎ اﻧﺠﺎم ﺣﺪاﮐﺜﺮ ﯾﮏ ﺳﺎﻋﺖ ﺑﺎزي ﻫﻔﺘﮕﯽ ﮐﺎﻣﯿﭙﻮﺗﺮي در ﻫﻔﺘﻪ ﺑﻮد. داﻧﺶ آﻣﻮزان ﺑﻪ آزﻣﻮن ﻫﺎي ﺣﺎﻓﻈﻪ ﻗﻌﺎل )ﺗﻮاﻟﯽ ﻋﺪد-ﺣﺮوف، ﻇﺮﻓﯿﺖ ﻋﺪد( و ﺳﺮﻋﺖ ﭘﺮدازش )ﻧﻤﺎدﯾﺎﺑﯽ و رﻣﺰ ﻧﻮﯾﺴﯽ( در آزﻣﻮن وﮐﺴﻠﺮ ﭼﻬﺎر ﭘﺎﺳﺦ دادﻧﺪ و در ﻧﻬﺎﯾﺖ دادهﻫﺎي ﮔﺮدآوري ﺷﺪه ﻣﻮرد ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ، ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﺑﺎ ﻧﺮم اﻓﺰار SPSS و آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪراﻫﻪ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ اﻓﺮاد ﺑﺎ ﺗﺠﺮﺑﻪ ﺑﺎزي ﮐﺎﻣﭙﯿﻮﺗﺮي ﺧﺸﻦ، آﻣﻮزﺷﯽ و ﺑﺪون ﺑﺎزي ﮐﺎﻣﭙﯿﻮﺗﺮي در ﺣﺎﻓﻈﻪ ﻗﻌﺎل ﺗﻔﺎوت وﺟﻮد داﺷﺖ و اﯾﻦ ﺗﻔﺎوت ﺑﻪ ﻧﻔﻊ ﮔﺮوه ﺑﺎزي آﻣﻮزﺷﯽ ﮐﺎﻣﭙﯿﻮﺗﺮي ﻣﻌﻨﺎدار ﺑﻮد. ﻫﻤﭽﻨﯿﻦ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ اﻓﺮاد ﺳﺎﺑﻘﻪ ﺑﺎزي ﮐﺎﻣﭙﯿﻮﺗﺮي ﺧﺸﻦ، آﻣﻮزﺷﯽ و ﺑﺪون ﺳﺎﺑﻘﻪ ﺑﺎزي ﮐﺎﻣﭙﯿﻮﺗﺮي در ﺳﺮﻋﺖ ﭘﺮدازش ﺗﻔﺎوت وﺟﻮد دارد و اﯾﻦ ﺗﻔﺎوت ﺑﻪ ﻧﻔﻊ ﮔﺮوه ﺑﺎزي آﻣﻮزﺷﯽ ﮐﺎﻣﭙﯿﻮﺗﺮي ﻣﻌﻨﺎدار ﺑﻮد )0/001

The aim of the present study is comparing the effect the effect aggressive and educational games on working memory and processing speed of primary school children in Tabriz. It was a post hoc study. The statistical universe included all students (82500 pupils that study in 2 section of Tabriz. The sample included 150 students that selected with available sampling method (50 students in educational group, 50 students in aggression group and 50 students in no experience of game). The include criteria was playing aggressive game and educational game during one recent year and seven hour or more in one week. The include criteria for third group was playing no game or playing an hour or less during a week. The students completed subscales of working memory test (digit span, Letter – Number sequencing) and processing speed (Symbol Search and coding) in WISC-4. The data were analyzed with SPSS software using ANOVA. The results showed that there was significant differences between educational group, aggression group and no experience of game in working memory and this difference was positive for educational group. The results showed that there was significant differences between educational group, aggression group and no experience of game in processing speed and this difference was positive for educational group (p < 0.001). The result confirmed that different kind of video game has different effect on cognitive process.