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 present study was conducted to investigate the mediating role of achievement anxiety in the relationship between perfectionism and cognitive flexibility in math learning in students. The study was correlational using structural equation modeling. The statistical population included senior high school female students in the academic year of 2022-2023. According to the obvious variables, allocation of 25 coefficients, and taking into account the incomplete questionnaires, 231 students were selected by convenience sampling. The instruments included Hewitt and Flett’s perfectionism (1991) questionnaire, Dennis and Vander Wal's cognitive flexibility (2010) questionnaire, and Alpert and Haber's achievement anxiety (1960) questionnaire. Also, the students’ math scores at the end of the semester were used to measure their math learning. The data were analyzed by Pearson's correlation coefficient test and structural equation modeling using SPSS18 and AMOS24 software. The results showed that perfectionism and achievement anxiety have a negative direct effect, and cognitive flexibility has a positive direct effect on math learning. Also, perfectionism and cognitive flexibility have an indirect effect on math learning through achievement anxiety. The research model was also confirmed and the result showed that the variable measurement models have a good fit and 41% of the math learning variance is explained by the research variables. The findings of this research can be beneficial for teaching and learning of students. With educational planning and helping students, their cognitive capacities and competencies can be increased and their mathematical learning can be effectively improved.

Abstract This study aimed to compare the effectiveness of yoga training with emotion regulation training on students' working memory and cognitive flexibility. The research methodology was quasi-experimental designed as pretest and posttest with control and follow-up groups. Entire second-grade female high schoolers in the 2nd District of Tehran, during 2018-19 academic year, constituted study’s statistical population, of whom 54 students were chosen using cluster random sampling method, and randomly assigned into three groups. The pretest of N-back and Denis and Wenderval’s cognitive flexibility (2010) was administered for all three groups; and then the experimental groups received yoga training and emotion regulation intervention and finally posttest was implemented followed by 4-week follow-up test. Data analysis used by analysis of variance with repeated measurements exhibited that, both trainings significantly resulted in an increase in components of Different recognition and recognition time of working memory and cognitive flexibility (p≤/001). Yoga training had more effect on the component of different recognition and psychological flexibility than on emotional regulation training (p≤/001), while the impact of both two interventions had not a significant difference on the component of recognition time.