Sayed Kavos Salehi, Farzaneh Hatami, Fatemeh Norouzi,
Volume 15, Issue 30 (12-2025)
Abstract
Background: Cyberspace dependence can affect cognitive and motor functions, including learning and memory.
Aim: The present study aimed to investigate the effect of cyberspace dependence on explicit and implicit learning of a motor sequence task.
Methods: Participants were 48 high school students aged 16 to 18 years, selected through convenience sampling and divided into four groups of 12: cyberspace dependent–explicit learning, cyberspace dependent–implicit learning, non-dependent–explicit learning, and non-dependent–implicit learning. Young’s Internet Addiction Test was used to distinguish cyberspace-dependent from non-dependent individuals, and the Serial Reaction Time Task (SRTT) software was applied to assess motor learning. Data were analyzed using mixed-design ANOVA with repeated measures.
Results: The findings revealed that cyberspace dependence had a significant effect on explicit and implicit learning of the motor sequence task (P<0/05). Specifically, non-dependent participants outperformed their cyberspace-dependent peers in both explicit and implicit learning conditions.
Conclusion: The results suggest that cyberspace dependence may weaken both explicit and implicit learning. Accordingly, it is recommended that schools and other educational environments implement engaging motor activity programs to reduce excessive cyberspace use among students and to promote motor learning.
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Volume 100, Issue 100 (10-2020)
Abstract
The aim of this study was to investigate the influence of learning methods analogy and explicit on the skill of the prediction service in volleyball at the time fatigue. To this purpose, 40 female students , with the range of age 18 to 24 years for the sample sampling and a simple random in four groups: learning to manifest peppy, learning explicit tired, learning analogy peppy and learning analogy tired were divided. Participants of the group learn the analogy method of simulating skills and group learning explicit from the traditional method to performing the service, hammer, volleyball. To apply the fatigue protocol Lee Owens was used. Also, to predict the extent, accuracy, and speed of execution of the participants of the software super lab was used. Data were analyzed using the test of analysis of variance two-way analysis of was. The results showed that, the effect of fatigue, the type of practice, and the interactive effect of fatigue - training on the speed prediction in the efforts to correct and the impact of fatigue , the type of training , and the interactive effect of fatigue-training on the speed prediction in efforts mistake was not significant. But the interactive effect of fatigue - practice the accuracy of prediction in the efforts to correct the (p=0/002), and the effect of the type of exercises in the wrong attempts (P=0/019) was significant. According to the results it can be said that the effect of fatigue on the accuracy of prediction depends on the type of learning (learning analogy) is an adopted person.
