Volume 15, Issue 30 (12-2025)
JRSM 2025, 15(30): 185-210 |
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Salehi S K, Hatami F, Norouzi F. The Effect Of Cyberspace Dependence On Explicit And Implicit Motor Sequence Learning Task. JRSM 2025; 15 (30) :185-210
URL: http://jrsm.khu.ac.ir/article-1-3255-en.html
URL: http://jrsm.khu.ac.ir/article-1-3255-en.html
1- Assistant Professor of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran. , Sk.salehi@yahoo.com
2- Associate Professor of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University Tehran, Iran.
3- MSc of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University Tehran, Iran.
2- Associate Professor of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University Tehran, Iran.
3- MSc of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University Tehran, Iran.
Abstract: (3763 Views)
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.
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.
Type of Study: Research |
Subject:
motor behavior
Received: 2024/09/16 | Accepted: 2025/09/14 | ePublished ahead of print: 2025/09/14 | Published: 2025/12/31
Received: 2024/09/16 | Accepted: 2025/09/14 | ePublished ahead of print: 2025/09/14 | Published: 2025/12/31
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