Bilgisayar Destekli, Oyun Temelli Kognitif Eğitimin Dikkat Üzerine Etkisi: Randomize Kontrollü Bir Çalışma
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Abstract
Bu çalışmanın amacı, sağlıklı gençlerde 8 haftalık bilgisayar destekli, oyun temelli kognitif eğitimin dikkat fonksiyonu üzerine etkisini araştırmaktı. Çalışmaya 21-24 yaş aralığında 64 sağlıklı genç yetişkin birey dahil edildi. Katılımcılar, randomize olarak eğitim (n=31) ve kontrol grubu (n=33) olmak üzere iki gruba ayrıldı. Eğitim grubuna 8 hafta boyunca her gün 20 dakika bilgisayar destekli oyun temelli kognitif eğitim verildi. Kontrol grubuna ise herhangi bir eğitim uygulanmadı. Dikkatin değerlendirmesi için başlangıçta ve 8 hafta sonra Stroop Testi uygulandı. Gruplar demografik özellikler açısından benzerdi (p>0,05). Eğitim öncesi dikkat değerleri açısından gruplar arasında istatistiksel olarak anlamlı fark yoktu (p>0,05). Yapılan son değerlendirmede Stroop testinin tüm alt bölümlerini tamamlama süreleri açısından eğitim grubu lehine istatistiksel olarak anlamlı farklılık bulundu (p<0,05). Sağlıklı gençlerde 8 hafta uygulanan bilgisayar destekli kognitif rehabilitasyon dikkat fonksiyonunu geliştirmiştir. Herhangi bir patoloji olmaksızın genç bireylerde de serebral rezervi arttırmak, ileriki yaşlarda ortaya çıkabilecek kognitif yıkımı en aza indirebilmek amacıyla kognitif rehabilitasyon önerilmektedir.
Keywords
Abstract
The aim of this study was to investigate the effect of 8 weeks of computer-assisted, game-based cognitive training on attention function in healthy young people. 64 healthy young adults aged 21-24 years were included in the study. Participants were randomly divided into two groups as training (n=31) and control group (n=33). The training group received 20 minutes of computer-assisted game-based cognitive training every day for 8 weeks. No training was applied to the control group. The Stroop Test was applied at baseline and 8 weeks later to assess attention. The groups were similar in terms of demographic characteristics (p>0.05). There was no statistically significant difference between the groups in terms of pre-training attention values (p>0.05). In the final evaluation, a statistically significant difference was found in favor of the education group in terms of the completion times of all sub-sections of the Stroop test (p<0.05). Computer-assisted cognitive rehabilitation applied for 8 weeks in healthy young people improved attention function. Cognitive rehabilitation is recommended in order to increase cerebral reserve in young individuals without any pathology and to minimize cognitive destruction that may occur in later ages.
Keywords
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