Effectiveness of Digital-based Cognitive Remediation (SiPETA) to Improve Attention and Verbal Comprehension in Elementary School
Main Article Content
Abstract
Introduction: Globalization and Indonesia’s demographic bonus, characterized by a surge in the productive-age population, may lead to cognitive and behavioural challenges among children. Digital interventions, such as SiPETA, offer a promising approach to address these challenges by enhancing children’s cognitive development through the implementation of a structured web-based program. This study evaluates SiPETA’s effectiveness in improving elementary school students' attention, memory, and comprehension. Materials and methods: Using a controlled experimental design, 61 elementary students were randomly assigned to the SiPETA training group or a conventional training control group. Cognitive functions were assessed using P300 event-related potentials, digit span, and information tests in pre- and post-test assessments. Data analysis involved paired T-tests and ANOVA to compare cognitive improvements. **Results:**We found significant improvements in the experimental group’s attention and cognitive comprehension levels, evidenced by improved P300 latency and information test scores. Conclusion: These findings suggest that SiPETA could be a viable tool in educational settings to address cognitive developmental needs effectively.
Downloads
Article Details
References
Ropers HH. Genetics of intellectual disability. *Curr Opin Genet Dev* [Internet]. 2008 Jun 1 [cited 2024 May 30];18(3):241–50. Available from: [https://www.sciencedirect.com/science/article/pii/S0959437X08000877](https://www.sciencedirect.com/science/article/pii/S0959437X08000877). doi:10.1016/j.gde.2008.07.008.
M F. Attention-Deficit/Hyperactivity Disorder. National Dissemination Center for Children with Disabilities; 2004.
Mahabbati A. Identifikasi Anak dengan Gangguan Emosi dan Perilaku. 2006.
Mahabbati A. Pendidikan inklusif untuk anak dengan gangguan emosi dan perilaku (tunalaras). *JPK J Pendidik Khusus* [Internet]. 2010 [cited 2024 May 30];7(2). Available from: [https://journal.uny.ac.id/index.php/jpk/article/view/778](https://journal.uny.ac.id/index.php/jpk/article/view/778). doi:10.21831/jpk.v7i2.778.
Patel DR, Apple R, Kanungo S, Akkal A. Narrative review of intellectual disability: definitions, evaluation and principles of treatment. *Pediatr Med* [Internet]. 2018 Dec 17 [cited 2024 May 30];1(0). Available from: [https://pm.amegroups.org/article/view/4626](https://pm.amegroups.org/article/view/4626). doi:10.21037/pm.2018.12.02.
Patel DR, Greydanus DE, Calles JL, Pratt HD. Developmental disabilities across the lifespan. *Dis Mon* [Internet]. 2010 Jun 1 [cited 2024 May 30];56(6):305–97. Available from: [https://www.sciencedirect.com/science/article/pii/S0011502910000222](https://www.sciencedirect.com/science/article/pii/S0011502910000222). doi:10.1016/j.disamonth.2010.02.001.
Pelegrina S, Molina R, Rodríguez-Martínez EI, Linares R, Gómez CM. Age-related changes in selection, recognition, updating and maintenance information in WM: An ERP study in children and adolescents. *Biol Psychol* [Internet]. 2020 Nov 1 [cited 2024 May 30];157:107977. Available from: [https://www.sciencedirect.com/science/article/pii/S030105112030137X](https://www.sciencedirect.com/science/article/pii/S030105112030137X). doi:10.1016/j.biopsycho.2020.107977.
Simpson TG, Rafferty K. Investigating the P300 response as a marker of working memory in virtual training environments. *IEEE Trans Hum-Mach Syst* [Internet]. 2021 Jun [cited 2024 Nov 9];51(3):265–77. Available from: [https://ieeexplore.ieee.org/document/9397302/](https://ieeexplore.ieee.org/document/9397302/). doi:10.1109/THMS.2021.3064815.
Dewi SY. Strategi & metode belajar untuk anak ADHD. Yayasan Bina Talenta Tunas Bangsa Karya Mandiri; 2014.
Dallmer-Zerbe I, Popp F, Lam AP, Philipsen A, Herrmann CS. Transcranial alternating current stimulation (tACS) as a tool to modulate P300 amplitude in attention deficit hyperactivity disorder (ADHD): Preliminary findings. *Brain Topogr* [Internet]. 2020 Mar 1 [cited 2024 May 30];33(2):191–207. Available from: [https://doi.org/10.1007/s10548-020-00752-x](https://doi.org/10.1007/s10548-020-00752-x). doi:10.1007/s10548-020-00752-x.
Mırıcı E, Ocak E, Bayrak S, Kocaöz D, Kankılıç ES, Dağlı E, et al. A noteworthy pathology in children with learning disabilities: Late latency response failure in central auditory processing. *J Int Adv Otol* [Internet]. 2018 Dec [cited 2024 May 30];14(3):404–7. Available from: [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6354522/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6354522/). doi:10.5152/iao.2018.3729.
Kannen K, Aslan B, Boetzel C, Herrmann CS, Lux S, Rosen H, et al. P300 modulation via transcranial alternating current stimulation in adult attention-deficit/hyperactivity disorder: A crossover study. *Front Psychiatry* [Internet]. 2022 Jul 18 [cited 2024 May 30];13. Available from: [https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2022.928145/full](https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2022.928145/full). doi:10.3389/fpsyt.2022.928145.
Polich J. Updating P300: An integrative theory of P3a and P3b. *Clin Neurophysiol* [Internet]. 2007 Oct 1 [cited 2024 May 30];118(10):2128–48. Available from: [https://www.sciencedirect.com/science/article/pii/S1388245707001897](https://www.sciencedirect.com/science/article/pii/S1388245707001897).
Wechsler Intelligence Scale for Children - Fifth UK Edition [Internet]. [cited 2024 Jun 14]. Available from: [https://www.pearsonclinical.co.uk/store/ukassessments/en/Store/Professional-Assessments/Cognition-%26-Neuro/Gifted-%26-Talented/Wechsler-Intelligence-Scale-for-Children---Fifth-UK-Edition/p/P100009279.html](https://www.pearsonclinical.co.uk/store/ukassessments/en/Store/Professional-Assessments/Cognition-%26-Neuro/Gifted-%26-Talented/Wechsler-Intelligence-Scale-for-Children---Fifth-UK-Edition/p/P100009279.html).
Noble SC, Woods E, Ward T, Ringwood J. Accelerating P300-based neurofeedback training for attention enhancement using iterative learning control: A randomized controlled trial. *J Neural Eng*. 2024 Feb 23;21. doi:10.1088/1741-2552/ad2c9e.
Fouillen M. P300-based brain-computer interface for attention training in children with ADHD. 2019.
Arvaneh M, Robertson I, Ward T. A P300-based brain-computer interface for improving attention. *Front Hum Neurosci*. 2019 Jan 4;12. doi:10.3389/fnhum.2018.00524.
Noble SC, Woods E, Ward T, Ringwood JV. Adaptive P300-based brain-computer interface for attention training: Protocol for a randomized controlled trial. *JMIR Res Protoc* [Internet]. 2023 Jul 5 [cited 2024 Jun 13];12:e46135. Available from: [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10357369/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10357369/).
Xu Y, Wang Q, Zhang Z. The effects of working memory training in children revealed by behavioral responses and ERP. *Brain Behav* [Internet]. 2021 [cited 2024 May 30]. Available from: [https://onlinelibrary.wiley.com/doi/10.1002/brb3.2310](https://onlinelibrary.wiley.com/doi/10.1002/brb3.2310). doi:10.1002/brb3.2310.
Demily C, Rigard C, Peyroux E, Chesnoy-Servanin G, Morel A, Franck N. «Cognitus & Moi»: A computer-based cognitive remediation program for children with intellectual disability. *Front Psychiatry* [Internet]. 2016 Feb 3 [cited 2024 May 30];7. Available from: [https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2016.00010/full](https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2016.00010/full). doi:10.3389/fpsyt.2016.00010.
Lotfi S, Rostami R, Shokoohi-Yekta M, Ward RT, Motamed-Yeganeh N, Mathew AS, et al. Effects of computerized cognitive training for children with dyslexia: An ERP study. *J Neurolinguistics* [Internet]. 2020 Aug 1 [cited 2024 May 30];55:100904. Available from: [https://www.sciencedirect.com/science/article/pii/S0911604419301769](https://www.sciencedirect.com/science/article/pii/S0911604419301769). doi:10.1016/j.jneuroling.2020.100904.