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The Effects of Mind Games and Games Containing Physical Activity on Attention and Visual Perception Levels of Primary School Students

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Title: The Effects of Mind Games and Games Containing Physical Activity on Attention and Visual Perception Levels of Primary School Students
Language: English
Authors: Altun, Meryem
Source: Journal of Education and Learning. 2019 8(6):72-82.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Attention, Visual Perception, Elementary School Students, Games, Physical Activities, Young Children, Program Effectiveness, Foreign Countries, Perceptual Development, Cognitive Processes
Geographic Terms: Turkey
Assessment and Survey Identifiers: Frostig Developmental Test of Visual Perception
ISSN: 1927-5250
Abstract: The aim of the research is to investigate the effects of mind games and games containing physical activity on the attention and visual perception levels of the primary school students. In this research, experimental design with pretest-posttest control group was used. The population of the study consists of seven-year-old children, and the sample consists of 160 volunteer students, who are chosen through purposeful sampling method and involved in game and physical activity group, mind games group, both physical activity and mind games group, and control group, studying at the Primary School in Kirsehir province in the 2017-2018 academic year. The data were collected by "Bourdon Attention Test (Letter Form)" and "Frostig Developmental Visual Perception Test". A 14-week program was applied to the students in the experimental group and the students were given two hours of practice per day for three days a week. In the analysis of the data, arithmetic mean and standard deviation values of the pre-tests were calculated according to the group variables. The dependent sample t test was used to examine the differences of measurements within the group, one-way analysis of variance was used to make comparisons between the groups and the Tukey HSD analysis was used as a post-hoc analysis to determine the difference between the groups. According to the findings of the study, the attention and visual perception pre- and post-test scores obtained from the experimental groups indicate that there is a significant difference in favor of the post-test scores. As a result, all experimental groups showed a significantly higher difference in visual perception and attention when compared to the control group. This result shows that applying mind games, games containing physical activity, both mind games and games containing physical activity together are effective in developing visual perception and attention.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1232896
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effects of Mind Games and Games Containing Physical Activity on Attention and Visual Perception Levels of Primary School Students
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2019 8(6):72-82.
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Development%22">Perceptual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Frostig+Developmental+Test+of+Visual+Perception%22">Frostig Developmental Test of Visual Perception</searchLink>
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  Data: 1927-5250
– Name: Abstract
  Label: Abstract
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  Data: The aim of the research is to investigate the effects of mind games and games containing physical activity on the attention and visual perception levels of the primary school students. In this research, experimental design with pretest-posttest control group was used. The population of the study consists of seven-year-old children, and the sample consists of 160 volunteer students, who are chosen through purposeful sampling method and involved in game and physical activity group, mind games group, both physical activity and mind games group, and control group, studying at the Primary School in Kirsehir province in the 2017-2018 academic year. The data were collected by "Bourdon Attention Test (Letter Form)" and "Frostig Developmental Visual Perception Test". A 14-week program was applied to the students in the experimental group and the students were given two hours of practice per day for three days a week. In the analysis of the data, arithmetic mean and standard deviation values of the pre-tests were calculated according to the group variables. The dependent sample t test was used to examine the differences of measurements within the group, one-way analysis of variance was used to make comparisons between the groups and the Tukey HSD analysis was used as a post-hoc analysis to determine the difference between the groups. According to the findings of the study, the attention and visual perception pre- and post-test scores obtained from the experimental groups indicate that there is a significant difference in favor of the post-test scores. As a result, all experimental groups showed a significantly higher difference in visual perception and attention when compared to the control group. This result shows that applying mind games, games containing physical activity, both mind games and games containing physical activity together are effective in developing visual perception and attention.
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  Data: 2019
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  Data: EJ1232896
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1232896
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 72
    Subjects:
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Games
        Type: general
      – SubjectFull: Physical Activities
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Perceptual Development
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: Frostig Developmental Test of Visual Perception
        Type: general
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      – TitleFull: The Effects of Mind Games and Games Containing Physical Activity on Attention and Visual Perception Levels of Primary School Students
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