Working memory: effects of its training based on multimedia routines

Abstract

The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasiexperimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimedia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pretest confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visualspatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.

Keywords

• working memory
• effects
• training
• multimedia routines