Iranian Journal of Learning and Memory

Abstract Objective: Information and Communication Technology (ICT) holds significant potential for enhancing children’s knowledge and skills by enabling personalized learning, multisensory approaches, and increased content engagement. Augmented Reality (AR), in particular, offers novel learning pathways and improves the quality of conventional education by merging real-world environments with virtual content. This study aimed to examine the effectiveness of Augmented Reality-Based Training (ARBT) on working memory performance and cognitive flexibility in children.
Method: A quasi-experimental design with pretest-posttest and control/experimental groups was employed. The population consisted of 3,612 fifth-grade students in Aqqala County during the 2022–2023 academic year. Using cluster sampling, 36 children were selected as the research sample. Data were collected using Dennis and Vander Wal’s (2010) Working Memory Questionnaire (WMQ) and Cognitive Flexibility Inventory (CFI). Content validity was confirmed by experts in psychology and education after minor revisions, and reliability was established via Cronbach’s alpha coefficients (0.71 for WMQ; 0.74 for CFI). Data were analyzed using SPSS-26 through descriptive (frequency, percentage) and inferential statistics (Kolmogorov-Smirnov test, ANCOVA).
Results: The results indicated that Augmented Reality-Based Training had a significant positive effect on children’s working memory performance (Pillai’s Trace = 0.85, F= 58.74, p<.001, partial η² = 0.85) and cognitive flexibility (Pillai’s Trace =0.80, F= 64.15, p<.001, partial η² = 0.80).
Conclusions: Augmented Reality-Based Training significantly enhances children's working memory and cognitive flexibility, improving key functions like attention and problem-solving.

Abstract The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged 7 to 9, the social-emotional development scale, the Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables. Then, Structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills mediated by cognitive/executive functions were positively related to academic performance in children in the final model. Increase in academic performance was found when children are capable of better utilizing executive function strategies at academic settings. Thus, it is evident that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning.

Abstract Children with cognitive disability have a poor performance in all of the visual –motor tests. Therefore, diagnosis and rehabilitation of these learning disabilities seem necessary. The purpose of the present study was to construct and normalize a learning disability test for pre-school students. A researcher-made visual-spatial test was devised consisting of seven sections (symbolization, space status, visual distinction, visual argumentation, visual memory sequence, maze, and rotational form) whose content validity was confirmed by psychology professors and then was performed on a sample of 206 preschool students. The questions were analyzed, and their validity, reliability and cut point were determined. This test showed an acceptable reliability. Then, to determine the construct validity and components of the tests, Varimax normalized method was used. Conformity factor analysis was also used to determine the validity of the factors which confirmed that the structure of questionnaire had an acceptable fitness to the data. Independent t-test demonstrated that there is a significant difference between the average scores of the normal students and those with learning disability. To investigate convergent validity, we used learning disability checklist that was simultaneously completed by the mothers. The results of Chi-Squared test demonstrated that there is a significant relationship between these two variables: the completed checklist by mothers and completed learning disability test by children.Considering the acceptable reliability and validity of the tests, it can be a tool to be used by learning disorders and counseling centers.