Effects of screen-based task learning and geographical environment on the cognitive performance of primary school students: Assessment of working memory

• Published in: Brain and neuroscience advances Vol. 9; p. 23982128251356029
• Main Authors: Ouattara, Yacouba, Doubran, Prisca Joëlle Djoman, Yao, Koffi Mathias, Ouattara, Niemtiah, Yian, Taki Romaric, Ouattara, Soualiho
• Format: Journal Article
• Language: English
• Published: United States SAGE Publications 01.01.2025
• Subjects: Research Paper; screen-based learning; Working memory; geographic environment; cognitive performance; frontoparietal network; school children
• ISSN: 2398-2128; 2398-2128
• DOI: 10.1177/23982128251356029

Understanding the neurocognitive impact of digital integration in education is essential, particularly in sub-Saharan Africa, where socio-economic and geographical disparities amplify the need for effective learning strategies. This study investigated how visuospatial working memory performance is affected by the modality of task presentation (screen versus print) and geographical context (urban, economically advantaged region versus rural, economically disadvantaged region) in Ivorian primary school students. We employed a behavioural approach with 222 students (aged 4–13). Students from urban (Abidjan) and rural (Man) schools were assigned to perform a visuospatial working memory task presented either on a computer screen or using printed physical materials. An analysis of covariance, with age as a covariate, revealed that students performing the task on-screen showed significantly better performance (fewer errors) compared to those using printed materials (p < 0.001). A significant interaction between presentation modality and geographical context was also found (p = 0.009). Specifically, the performance difference between screen and print modalities was larger in the urban setting, primarily due to urban students performing more poorly with printed materials compared to rural students in that same condition; rural students using printed materials outperformed urban students using printed materials (post hoc, p = 0.002). No significant difference in performance on screen-based tasks was found between urban and rural students. The main effect of geographical context was not significant. These findings suggest potential cognitive benefits of screen-based presentation but highlight a complex interplay with geographical context, which itself is intertwined with socio-economic factors and initial age differences that were statistically controlled. Future research should further incorporate direct socio-economic status controls and explore factors like motivation and task engagement, alongside neuroimaging approaches, to elucidate the underlying mechanisms.