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dc.contributor.authorRodríguez-Andrés, David
dc.contributor.authorMéndez-López, Magdalena
dc.contributor.authorJuan, M. Carmen
dc.contributor.authorPérez Hernández, Elena 
dc.contributor.otherUAM. Departamento de Psicología Evolutiva y de la Educaciónes_ES
dc.date.accessioned2018-06-27T13:18:57Z
dc.date.available2018-06-27T13:18:57Z
dc.date.issued2018-04-04
dc.identifier.citationFrontiers in Psychology 9.April (2018): Article 451en_US
dc.identifier.issn1664-1078es_ES
dc.identifier.urihttp://hdl.handle.net/10486/683411
dc.description.abstractThe use of virtual reality-based tasks for studying memory has increased considerably. Most of the studies that have looked at child population factors that influence performance on such tasks have been focused on cognitive variables. However, little attention has been paid to the impact of non-cognitive skills. In the present paper, we tested 52 typically-developing children aged 5-12 years in a virtual object-location task. The task assessed their spatial short-term memory for the location of three objects in a virtual city. The virtual task environment was presented using a 3D application consisting of a 120" stereoscopic screen and a gamepad interface. Measures of learning and displacement indicators in the virtual environment, 3D perception, satisfaction, and usability were obtained. We assessed the children's videogame experience, their visuospatial span, their ability to build blocks, and emotional and behavioral outcomes. The results indicate that learning improved with age. Significant effects on the speed of navigation were found favoring boys and those more experienced with videogames. Visuospatial skills correlated mainly with ability to recall object positions, but the correlation was weak. Longer paths were related with higher scores of withdrawal behavior, attention problems, and a lower visuospatial span. Aggressiveness and experience with the device used for interaction were related with faster navigation. However, the correlations indicated only weak associations among these variables.en_US
dc.description.sponsorshipThis work was funded mainly by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO) through the CHILDMNEMOS project (TIN2012-37381-C02-01) and co-financed by the European Regional Development Fund (FEDER). Other financial support was received from the Generalitat Valenciana (Conselleria d’Educació, Investigació, Cultura i Esport) through the grant for consolidable research groups (AICO/2017/041), the Gobierno de Aragón (Departamento de Innovación, Investigación y Universidad), and the FEDER “Construyendo Europa desde Aragón”en_US
dc.format.extent13 pag.es_ES
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.publisherFrontiers Mediaen_US
dc.relation.ispartofFrontiers in Psychologyen_US
dc.rights© 2018 Rodríguez-Andrés, Méndez-López, Juan and Pérez-Hernándezes_ES
dc.subject.otherBehavioren_US
dc.subject.otherChildrenen_US
dc.subject.otherEmotionen_US
dc.subject.otherShort-term memoryen_US
dc.subject.otherVirtual environmenten_US
dc.subject.otherVisuospatial skillen_US
dc.titleA virtual object-location task for children: Gender and videogame experience influence navigation; age impacts memory and completion timeen_US
dc.typearticleen
dc.subject.ecienciaEducaciónes_ES
dc.relation.publisherversionhttps://doi.org/10.3389/fpsyg.2018.00451es_ES
dc.identifier.doi10.3389/fpsyg.2018.00451es_ES
dc.identifier.publicationfirstpage451-1es_ES
dc.identifier.publicationissueApriles_ES
dc.identifier.publicationlastpage451-13es_ES
dc.identifier.publicationvolume9es_ES
dc.relation.projectIDGobierno de España. TIN2012-37381-C02-01es_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersionen
dc.rights.ccReconocimientoes_ES
dc.rights.accessRightsopenAccessen
dc.facultadUAMDepartamentos Interfacultativos


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