Onikepo D. Amodu
Onikepo D. Amodu has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Adel Shaban
Teesside University, England, UK
1 shared publication - Gomaa Said Mohamed Abdelhamid
Educational Studies Department, Rustaq College of Education, University of Technology and Applied Sciences, P.O. Box 10, Rustaq 329, Oman
1 shared publication - Mohamed Ramadan Attia
Department of Educational Technology, Faculty of Specific Education, Fayoum University, Fayoum 63514, Egypt
1 shared publication - Victor Chang
Aston University
1 shared publication
Latest Publications
- Open Access
- 18 November 2024
- Published by MDPI AG in Education Sciences
- Vol. 14 (11) , 1260
A Systematic Review of Working Memory Applications for Children with Learning Difficulties: Transfer Outcomes and Design Principles
Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs.
- 18 November 2024
- Published by MDPI AG in Education Sciences
- Vol. 14 (11) , 1260
Open AccessA Systematic Review of Working Memory Applications for Children with Learning Difficulties: Transfer Outcomes and Design Principles
Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs.