Working Memory development through board game activity in school age children
Article Sidebar
Main Article Content
Abstract
Objective: The study aimed to develop a board game that was effective in improving the verbal and visuo-spatial working memory of school age children by comparing working memory in the experimental and control groups, as well as comparing working memory in the experimental group before and after the activity was completed. Methods: The sample population consisted of 30 school age children who were educated elementary school in grade 5 and 6 during the first semester of the academic year 2021 at a community school in the province of Nonthaburi. The research participants were divided into two groups each of fifteen: experimental and control group. The experimental group participated in a board game activity developed by the researcher for 4 weeks, twice a week for 1 hour, for a total of 8 sessions, while the control group went about their daily school activities. The research instruments employed to collect data were a questionnaire that elicited demographical information, Symmetry Span, which assessed visuo-spatial working memory, and the Computer Program for Phonological Working Memory Capacity Assessment, which assessed verbal working memory. The statistics used to analyze the data were frequency, percentage, and t - test. Results: The subject of experimental group mean (M) scores, which included visuo-spatial working memory, verbal working memory and total working memory were significantly higher at the .05 level than the control group. Simultaneously, the experimental group the showed M scores which included visuo-spatial working memory, verbal working memory, and total working memory were significantly higher at the .05 level than period prior to activity. Conclusion: The researcher's board game was effective in improving working memory in school age children. Prior to use, should be understood, and additional research on the individual factors influencing working memory should be done.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เรื่องที่ลงตีพิมพ์ในวารสารจิตวิทยาคลินิกแล้วถือเป็นลิขสิทธิ์การเผยแพร่โดยวารสารจิตวิทยาคลินิกแต่เพียงผู้เดียว การตีพิมพ์หรือเผยแพร่ซ้ำในที่อื่นต้องได้รับอนุญาตจากกองบรรณาธิการวารสารฯ
References
Alloway, T. P., & Gathercole, S. E. (2007). Understanding working memory: A classroom guide. Harcourt Assessment.
Baddeley, A. (1999). Essential of human memory. Psychology Press.
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2015). Memory (2nd ed.). Psychology Press.
Chatsupakul, K. (2003). School group activities (5th ed.). Srinakharinwirot University Book Center. (in Thai).
Chooi, W. T. (2012). Working memory and Intelligence: A brief review. Journal of Education and Development Psychology, 2(2), 42 – 50.
Dachachote, K., & Sukun, Z. (2018, August 20 - 21). The uses of games in education with purpose of improving Chinese vocabulary memorizing skill beneficial for hospitality business services [Poster presentation]. The 1st National Conference on Humanities and Social Sciences: Wisdom Power for Sustainable Development, Songkhla, Thailand.
Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Read Writ, 24, 479–491. https://doi.org/10.1007/s11145-010-9238-y
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128(3), 309–331. https://doi.org/10.1037/0096-3445.128.3.309
Foster, J., Shipstead, Z., Harrison, T. L., Hicks, K. L., Redick, T. S., & Engle, R. W. (2015). Shortened complex span tasks can reliability measure working memory capacity. Memory cognition, 43, 226-236. https://doi.org/10.3758/s13421-014-0461-7
Fukuda, K., Vogel, E., Mayr, U., & Awh, E. (2010). Quantity not quality: The relationship fluid intelligence and working memory capacity. Psychonomic Bulletin & Review, 17(5), 637-679.
Gobet, F., de Voogt, A., & Retschitzki, J. (2004). Move in mind: The Psychology of Board games. Psychology press.
Holmes, J., & Gathercole, S. E. (2014). Taking working memory training from laboratory into school. Educational Psychology, 34(4), 440 – 450.
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent - variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217. https://doi.org/10.1037/0096-3445.133.2.189
Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14, 317-324.
Klinwichit, P., Wisessathorn, M., & Hongyantarachai, T. (2019). Effects of visuospatial working memory training in the elderly. Burapha Journal of Medicine, 6(2), 28 – 44. (in Thai).
Lin, C.- H., Chen, C.-M., & Lou, Y.- C. (2014). Developing spatial orientation and spatial memory with a treasure hunting Game. Educational Technology & Society, 17(3), 79 – 92.
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–291. https://doi.org/10.1037/a0028228
Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychon Bull Rev, 18, 46–60. https://doi.org/10.3758/s13423-010-0034-0
Opasanon, N., & Prayoonsak, S. (2022). The development of the working memory boardgame in accordance with the Multi-component model in child and adolescent. Thai Journal of Clinical Psychology, 53(2), 49-63. (in Thai).
Phinitkit, S., Sripunvoraskul, S., & Panthong, K. (2015). Development of computer program for phonological working memory capacity assessment of upper secondary school students. Research Methodology & Cognitive Science, 13(2), 71 - 89. (in Thai).
Preedakorn, A. (2014). Design a boardgame to study colour circle for student in grade 6. [Unpublished of Master’s thesis]. Srinakarinwirot University. (in Thai).
Puttarangsi, R., (2019). Application of board games for performing arts communication skill development [Unpublished master’s thesis]. Chulalongkorn University. (in Thai).
Salthouse, T. A., & Pink, J. E. (2008). Why working memory related to fluid intelligence?. Psychonomic Bulletin & Review, 15(2), 364-371.
Skelton, R., & Atkinson, C. (2017). Increasing children’s working memory capacity: Preliminary evaluation of a card-based programme. Educational Psychology Research and Practice, 3(2), 19-35.
Stone, J. M., & Towse, J. N. (2015). A Working Memory Test Battery: Java-Based Collection of Seven Working Memory Tasks. Journal of open Research Software, 3(e5), 1-9. http://dx.doi.org/10.5334/jors.br
Taspinar, B., Schmidt, W., & Schuhbauer, H. (2016). Gamification in education: Board game approach to knowledge acquisition. Procedia Computer Science, 99(2016), 101-116.
Tinsman, B. (2008). The Game inventor’s guidebook. Morgan James Publishing.
