Version 1
: Received: 29 October 2024 / Approved: 30 October 2024 / Online: 30 October 2024 (13:18:34 CET)
How to cite:
Barata, N. C. Influence of Digital Games on the Short-Term Memory of University Students. Preprints2024, 2024102422. https://doi.org/10.20944/preprints202410.2422.v1
Barata, N. C. Influence of Digital Games on the Short-Term Memory of University Students. Preprints 2024, 2024102422. https://doi.org/10.20944/preprints202410.2422.v1
Barata, N. C. Influence of Digital Games on the Short-Term Memory of University Students. Preprints2024, 2024102422. https://doi.org/10.20944/preprints202410.2422.v1
APA Style
Barata, N. C. (2024). Influence of Digital Games on the Short-Term Memory of University Students. Preprints. https://doi.org/10.20944/preprints202410.2422.v1
Chicago/Turabian Style
Barata, N. C. 2024 "Influence of Digital Games on the Short-Term Memory of University Students" Preprints. https://doi.org/10.20944/preprints202410.2422.v1
Abstract
Multiple recent studies, namely laboratory-based systematic review articles and applied or experimental research, have indicated the association, particularly in young or adult users, between results in measurements of short-term memory (STM) with the frequency and intensity of playing games using various forms of electronic support, globally known as digital games (DG). In this sense, we used an experimental study applied to the assessment of STM among university students, based on a comparative analysis between two groups, one of intensive users of digital games (IDG), and the other not (NIDG), statistically comparing the two results. The starting hypothesis holds that it is possible to statistically demonstrate that subjects who intensely use DG present, when tested in a laboratory context, higher results in STM tests. A self-assessment scale for the use of DG was used to define the experimental groups and, for data production, a subtest from the Wechsler Intelligence Scale for Adults measured for the Portuguese population, the digit span (or digit memory), experimentally adapted from a program produced using stimulus presentation software, SuperLab6. It was developed with 164 university students, with identical gender distribution, from a higher education institution. The results of the student t test indicated the presence of statistically significant differences between the groups. There are significant differences between the groups regarding STM according to the DOD. The potential applicability of the STM assessment program to different groups and objectives is concluded, particularly in an experimental context, and suggests its possible adoption as a Psychology tool in the areas of cognition.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
