EFFECT OF LARGE-SCREEN DISPLAYS ON THE WORKING MEMORY RATE OF ELEMENTARY STUDENTS

Education

This study in the field of elementary education aimed to determine how the use of large-screen displays influences the working memory performance of Grade 3 learners. A total of 26 students participated in the research, which employed a two-group pretest and posttest quasi-experimental design. The control group received direct instruction, while the experimental group was taught using large-screen display instruction that incorporated multimedia elements such as PowerPoint presentations and instructional videos. The extent of working memory performance was measured through the mean scores before and after the two-week intervention. Descriptive statistics indicated that both instructional approaches led to improvement in student performance. In conclusion, both traditional and multimedia-based instruction positively influenced the short-term working memory performance of Grade 3 students. However, the use of large-screen displays did not yield a significantly greater effect within the limited intervention period. It is recommended that future instructional materials designed for large screens adhere to cognitive design principles, and that further studies be conducted involving larger sample sizes and longer intervention periods.

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