The effect of the multi-space E-learning strategy increasing the working memory capacity among students with learning disabilities of the third grade primary in Jeddah City

Abstract

The aim of the current study is to know the effect of the multi- space E-learning strategy increasing the working memory capacity of students with learning disabilities in the third grade of primary school in Jeddah. The study adopted the quasi-experimental approach, the study was applied to a random sample of (12) female students with learning disabilities in the third grade of primary school. The study used the Alhassani Scale, 2010 for working memory, which consists of two axes the sequence of letters and numbers, and the extent of listening as a research tool. The results showed that there were statistically significant differences between the mean scores of the female students on the pre and post measurements, and in favor of the post measurement on the total score, and on the two axes of the scale in favor of the dimensional application. And there were no statistically significant differences in the averages of the total score on the post and follow-up measurements due to the use of the multi-space e-learning strategy. Depend on of these results, the study recommended concerted efforts between teachers of learning disabilities and their cooperation with educational technology experts in determining the most appropriate educational and technical methods for preparing and designing e-learning with time intervals, and diversity in teaching methods and methods and the use of all that is modern in the field of educational technologies to serve the educational process.