Twenty-sixth International Conference on Learning

Abstract

The goal of the study was to examine the effects of Computerized Cognitive Training (CCT) with and without cognitive mediation on Executive Function (EF) (planning and self- regulation) among students with Attention Deficits hyperactive disorder (ADHD) with or without Learning Disabilities (LD). 48 students with ADHD and/or with LD were randomly applied to experimental and control groups. All the participants were tested (REY-CFT, MFFT) and filled out self- reported questionnaires (BRIEF) before and after the intervention with mediated/ non-mediated Computerized Cognitive Training (MINDRI). The results indicated significant effects of cognitive modification in the experimental group, between pre and post Phases, in comparison to control group, especially in planning (on tests), and both planning and self-regulation (on self- reports). Statistical analysis of the online practice with MINDRI showed a higher score in working memory and self-control in the experimental group. The main conclusion was that even short- term mediation synchronized with Computerized Cognitive Training could greatly enhance the performance of executive functions demands. The theoretical implication of the study is the positive effects of Mediated Learning Experience (MLE) combined with Computerized Cognitive Training, on cognitive modification in students. The practical implication is the awareness and understanding of efficient intervention processes, as much as an instrument, to enhance Executive Functions, learning awareness and self-esteem of young students in their academic world and in the future.