| چکیده انگلیسی مقاله |
Background and Objectives: This study investigates the relationship between visual perception, working memory, and academic performance among middle school students with learning difficulties in the Middle Atlas region of Morocco. Specifically, it examines how these cognitive factors impact academic performance and highlights the importance of neurocognitive evaluation.
Methods: This study employed the Anoto DP-201 pen, a computerized tool used in neuropsychology, to assess visual perception and working memory. The research involved a sample of middle school students with learning difficulties and a control group. The Rey-Osterrieth complex figure test-copying phase was utilized to measure accuracy scores in visual perception tasks.
Results: The learning-disabled group had a lower mean accuracy score (59.98 ± 11.34) than the control group (66.68 ± 3.72). Statistical analysis using an independent sample t test indicated a statistically significant difference between the two groups (t = 4.44, P < 0.000), highlighting the disparity in accuracy scores in the Rey-Osterrieth complex figure test - copying phase copying phase.
Conclusion: The findings suggest the critical role of neurocognitive evaluation in identifying students with deficits in visual perception and working memory. This study emphasizes the need for a multidisciplinary diagnostic approach to effectively manage and remediate cognitive challenges in learners with learning difficulties. Using the Anoto DP-201 pen provides valuable insights into the neurocognitive profiles of students and supports targeted interventions to enhance academic performance. |
| کلیدواژههای انگلیسی مقاله |
Evaluation, Neurocognitive, Visual perception, Working memory, Digital pen (Anoto DP-201), School students, Moroccan |
| نویسندگان مقاله |
| Mounir Bouzaboul
Biology and health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco.
| Zakaria Abidli
Health Sciences, Education and Management, Higher Institute of Nursing and Health Technology Professions, Casablanca, Morocco.
| Driss Ait Ali
Department of Psychology, Faculty of Arts and Human Sciences Fès-Saïss, Sidi Mohamed Ben Abdellah University, Fez-Morocco.
| Younes Rami
Applied Psychology, Linguistics and Philosophy Laboratory, Faculty of Humanities-Saïs, Mohammed Ben Abdellah University, Fez, Morocco.
| Jamal Amraoui
Director of Lifelong Learning Observatory (UNESCO), Sidi Mohamed Ben Abdellah University, Fez-Morocco.
| Adil Hadri
Cognitive Neuroscience Team, Faculty of Health Sciences, International University of Casablanca, Morocco.
| Amèle El Achhab
Cognitive Neuroscience Team, Faculty of Health Sciences, International University of Casablanca, Morocco.
| Ziri Rabea
Biology and health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco.
| Francesco Chirico
Faculty of Medicine and Surgery,Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy.
| Amelia Rizzo
Department of Cognitive Sciences, Psychological, Educational, and Cultural Studies, University of Messina, Italy.
| Kavita Batra
Department of Medical Education, Kirk Kerkorian School of Medicine, University of Nevada, Las Vegas, United States.
| Rezvaneh Namazi Yousefi
Deputy of Research and Technology, University of Social Welfare and Rehabilitation Sciences, Tehran, Islamic Republic of Iran.
| Łukasz Szarpak
Department of Clinical Research and Development, LUXMED Group, Warsaw, Poland.
| Murat Yildirim
Department of Psychology, Ağrı İbrahim Çeçen University, Turkey
| Hicham Khabbache
Director of Lifelong Learning Observatory (UNESCO), Sidi Mohamed Ben Abdellah University, Fez-Morocco
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