School systems across the country are transitioning from paper-based testing (PBT) to computer-based testing (CBT). As this technological shift occurs, more research is necessary to understand the practical and performance implications of administering CBTs. Currently, there is a paucity of research using CBTs to examine working memory (WM) performance, even though CBTs may negatively influence performance. The present study compared a WM CBT and PBT and found enhanced WM performance on the PBT across several verbal and visuospatial WM tests. This pattern was evident even after age was controlled, indicating that test mode effects were persistent across ages (4-11 years). CBTs on WM performance may yield lower scores due to developmental WM differences, increased cognitive workload, test mode effects stemming from individual access to technology, and participant characteristics, such as developmental, biological, or gender differences. The presence of divergent WM in CBT and PBT indicates the need for additional options for children at risk of academic failure because of testing modality.

There has been a rapid development in mixed reality technologies that integrate virtual reality and real-world perception and cognition, commonly known as augmented reality. One of the most popular augmented reality exergames is Pokémon Go, which in 2019 had more than 147 million users. Although there is a growing body of research on the benefits of exergames in improving attention, visual-spatial skills, and affect, there are very few studies looking directly at Pokémon Go in this context. In the present study, we explored whether participants from a North Florida university who played Pokémon Go outdoors yielded improvements in working memory, attention, affect, and empathy compared with those who only walked outdoors. The findings indicated that verbal, but not visuospatial, working memory improved after participants played Pokémon Go in a natural environment. These working memory improvements were not evidenced when the participants walked in the same natural setting. Second, the number of false-positive responses (an impulsivity response) were also reduced after playing Pokémon Go in a natural environment. There was also a decrease in negative affect after participants played Pokémon Go but not in the control condition. The implications of these findings are discussed. Public Policy Relevance StatementAs Pokémon Go remains a popular exergame, an experimental design illustrated improvements in working memory, attention, and affect. These possible benefits of Pokémon Go may prove useful for practitioners and lay people alike, as Pokémon Go is a readily accessible and cost-effective tool.

Over 2.4 million children in the public school system are diagnosed with a learning disability, including dyslexia and developmental dyscalculia. Previous research has shown that some teachers are unaware of the importance of working memory in a student’s academic and social realm and what working memory deficits may look like in the classroom. The relationship between learning disabilities, working memory, and behaviour problems were examined with tailored recommendations for improvement to provide insight for classroom educators. Three children from the United Kingdom, all of whom were 8 years old and presented with symptoms of learning disorders and low working memory profiles, were selected for case studies. Measures of working memory, behaviour, and academic attainment were included. Results from their standardised assessments indicated that each child had below average working memory, as well as low scores in arithmetic, writing and spelling skills. Each child also exhibited some type of behavioural problem, such as inattention or hyperactivity. Implications of the impact of their working memory profile on their academic outcomes and behaviour are discussed. Recommendations, such as Response to Intervention (RTI), are included for classroom educators to bridge the gap between research and practice.

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