Fine motor skills and cognitive development using virtual reality-based games in children

Ashwini, K; Ponuma, R.; Amutha, R.

doi:10.1016/b978-0-12-822271-3.00006-2

Cited by 6 publications

(5 citation statements)

References 12 publications

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“…Generally, the formation of students' motor skills needs to go through three stages [23,24]: the cognitive stage, the connection stage, and the perfection stage. The first is the cognitive stage.…”

Section: Literature Reviewmentioning

confidence: 99%

Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

Zhang¹,

Ma²,

Ren

2021

Wireless Communications and Mobile Computing

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The study of motor skills is an essential course item for college students. Many college teachers try to introduce the flipped classroom mode into the teaching of motor skills. However, the influence of this mode on the learning effect of college students’ motor skills is uncertain. This paper builds a research model on the basis of literature review. This model is used to analyze the influence factors of flipped classroom on the learning effect of college students’ motor skills. Through questionnaire survey and empirical analysis, we verified the research hypothesis of each factor. The results show that video technical action display, video feedback of students’ technical action, and teaching interaction have a significant positive impact on the learning effect of college students’ motor skills in the flipped classroom, while video theory teaching has no significant impact. This study expands the application of flipped classroom in the field of motor skills and enriches the relevant literature of flipped classroom mode. Based on the findings of this study, we make the following recommendations: (1) teachers can use the way of video recording to display technical actions of motor skills, (2) students can use video feedback to communicate with the teacher about the learning of motor skills, and (3) flipped classroom needs to pay attention to the teaching interaction between teachers and students.

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Section: Literature Reviewmentioning

confidence: 99%

Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

Zhang¹,

Ma²,

Ren

2021

Wireless Communications and Mobile Computing

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“…Children's socio-emotional development is in the form of children who are satisfied with all their peers, children who are satisfied with their achievements, tolerant of other people's circumstances and children who can control their emotions, children who are easy to understand and independent, confident children can express their creativity. Ashwini et al (2021) mentions cooperation, competition, generosity, desire for social acceptance, compassion, empathy, dependence, benevolence, selflessness, imitation of attachment behavior. Based on this social mindset, it can be seen that children begin to show their curiosity and desire to be accepted by others.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Technology-Based Learning Using Tiktok at KB Labschool UNP Kediri

Harisa,

Lestariningrum,

Wulansari

2024

JUNIOR

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The purpose of this research is to analyze how technology-based learning uses tiktok at KB Labschool UNP Kediri. This research uses a descriptive qualitative approach. This study has a total of 11 children consisting of 5 boys and 6 girls. The instruments used by researchers are observation and documentation. Data analysis techniques through the stages of data reduction, data presentation, and descriptive qualitative conclusions using narrative as a description of the results of the conclusion. The conclusion of the results of this study is that technology-based learning using TikTok can effectively develop physical motor and social emotional aspects in children. Children's abilities are seen in the form of increasing self-confidence and performing in public.

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“…Nevertheless, the use of computerized systems is becoming more common (Palomeque, 2020; Spawton-Rice & Walker, 2022). This has driven the emergence of different programs, mostly commercial, ranging from serious games (Alabdulakareem & Jamjoom, 2020), web platforms (Rapport et al, 2013; Sonuga-Barke et al, 2014), multi-device applications (Păsărelu et al, 2020), and virtual reality programs (Ashwini et al, 2021). However, cognitive training must be differentiated from other types of interventions that use digital technology, such as transcranial electrical stimulation and neurofeedback training.…”

Section: Introductionmentioning

confidence: 99%

Effect of Cognitive Training Programs Based on Computer Systems on Executive Functions in Children With ADHD: A Systematic Review

2023

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Background: The purpose of this systematic review is to synthesize the existing literature reporting the effects of computerized cognitive trainings on the executive functions of children with ADHD. Method: A systematic review was carried out following the PRISMA statement; the primary sources used were five electronic databases (Scopus, Science Direct, Pubmed, Springer, Taylor & Francis). Results: 20 articles met the eligibility criteria, data on the training characteristics and the effects on executive functions were extracted, followed by an analysis of bias and the methodological quality of the studies. The results of the studies were widely heterogeneous, largely associated with the variety of training programs and the measurement instruments used. The most studied executive functions were working memory and inhibitory control. Some of the studies reported that the intervention led to significant effects on working memory and attention ( N = 7), and improvements in inhibitory control ( N = 5) and planning ( N = 4) were also reported. At the same time, others did not report the effects of the intervention on these processes. The assessment of the quality of the evidence showed important risk biases among the reviewed studies. Conclusion: Some training based on computer systems showed positive effects on the executive functions of working memory, attention, and inhibitory control in children with ADHD. However, other training sessions did not show significant effects. In general, the evidence shows mixed results, a high diversity of measurement instruments, and high risks of bias between the studies. Therefore, the evidence has not been consistent about the general benefits of computerized training on the executive functions of children with ADHD.

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Fine motor skills and cognitive development using virtual reality-based games in children

Cited by 6 publications

References 12 publications

Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

Analysis of Technology-Based Learning Using Tiktok at KB Labschool UNP Kediri

Effect of Cognitive Training Programs Based on Computer Systems on Executive Functions in Children With ADHD: A Systematic Review

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