Learnigo Product Feature: Developing Life Skills Program
August 27, 2024
Learnigo Product Feature: Focus and Memory Program
Learnigo's Focus and Memory Program
We know that focus and memory are important, but did you know that memory can affect attention? (Cowan et al., 2024). Because we can only focus on so many things at a time, our memories are stored based on what we are paying attention to. And, in today’s world, we (kids and adults alike!) have plenty of things asking for our attention all the time.
Since focus and memory underlie all aspects of learning, we’ve developed our Focus and Memory program to holistically target foundational skills that support attention, focus, and memory, such as:
- Visual memory
- Auditory memory
- Response Speed
- Divided attention
- Hand-eye coordination
Why should we focus on focus and memory?
It is estimated that millions (6%-16%) of children in the United States have an attention deficit/hyperactivity disorder (ADHD) diagnosis (Centers for Disease Control and Prevention, 2023). Of this number, about 75% receive treatment, either via medication and/or behavior treatment (CDC, 2023). This means that many children in today’s U.S schools present with symptoms that can affect their education and overall functioning. These symptoms can look like:
- Inattention to details
- Easily distractible
- Forgetful in daily activities
- Difficulty with waiting for their turn
- Avoiding tasks requiring extended periods of attention and focus
ADHD also often co-occurs with other disabilities, such as autism spectrum disorder, language disorders, and depression. At the end of the day, regardless of diagnosis, students with memory, attention, and focus issues may experience difficulty in school, which can affect their academic performance (Mautone et al., 2011), relationships with others (Frazier et al., 2022), and emotional wellbeing (Classi et al., 2012).
Strategies to gain (and maintain) attention
There are various strategies and ways to support students who have trouble with focus, memory, and attention. Of course, there is no one-size-fits-all approach, but it can be helpful to support the foundational pillars of memory, such as attention and executive functioning skills.
Some attention-focused (pun intended 😉) strategies include:
- Do an inventory of the child’s potential distractors (visual, tactile, auditory, etc.) and remove or minimize these distractions where possible.
- Gain attention (e.g., say the child’s name) before presenting information.
- Takes pauses and breaks as often as needed
- Switch between easier and more demanding tasks
- Exaggerate key concepts using a whole-sensory approach (e.g., visually highlight important information, vocally exaggerate key concepts when presenting information orally)
Technology: Helpful for Harmful?
It’s difficult to deny the impact that technology has on us. We know that today’s children are exposed to technology from birth and this only continues throughout school.
At Learnigo, we believe in staying ahead of the curve with technology while being aware of the current research on screen time and efficacy of digital learning tools. We know that limiting screen time is important and, at the same time, children respond well to digital interventions.
While developing our Focus and Memory program, we found that technology can enhance learning. For example, in a meta-analysis looking at 31 studies encompassing 2,169 participants between the ages of 4-17, digital therapy intervention (e.g., digital activities for working memory) showed an improvement in inattention and executive function (He et al., 2023). Read on to see how we blended traditional activities in a digital and accessible way.
The Learnigo Focus and Memory program
The program itself is interactive and targets foundational skills that enhance working memory and executive function. Each activity is carefully crafted with interactive tasks, colorful illustrations, and age-appropriate, accessible instructions. The program is divided into two difficulty levels, with separate exercises for younger children (approximate ages 5-10) and for older students/teenagers (age 11+).
Altogether, the program consists of almost 500 interactive screens that can be easily accessed via web browser (no app or files to download required) on any screen that has an internet connection. Plus, you get data tracking for each activity, additional printable worksheets, and customizable settings (limiting distractions on the page, progress panel, and more).
We created a blend of well-known, popular activities (in a digital format), such as:
- Puzzles
- Quizzes
- Mazes
- Coloring
- Spot-the-difference
Below are some examples of activities from the Learnigo Focus and Memory program:
If you like what you see, try our Focus and Learning demo for free here!
Learnigo’s Focus and Memory program is just one way to support foundational learning skills. What is true is that children (and adults, too!) learn while having fun. A holistic approach that blends traditional and modern approaches while focusing on the child’s individual needs is always the best recommendation.
We’d love to know what you like about the Focus and Memory program or ways to improve! Let us know at feedback@learnigo.com.
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References
Centers for Disease Control and Prevention. (2023 October 16). Data and statistics about ADHD. https://www.cdc.gov/ncbddd/adhd/data.html
Classi, P., Milton, D., Ward, S., Sarsour, K., & Johnston, J. (2012). Social and emotional difficulties in children with ADHD and the impact on school attendance and healthcare utilization. Child and Adolescent Psychiatry and Mental Health, 6(1), 33. https://doi.org/10.1186/1753-2000-6-33
Cowan, N., Bao, C., Bishop-Chrzanowski, B.P., Costa, A.M., Nathaniel R. Greene, N.P., Guitard, D., Li, C., Madison L. Musich, M.L., and Zehra, E.Ü. (2024). The relationship between attention and memory. Annual Review of Psychology, 75, 183-214. https://doi.org/10.1146/annurev-psych-040723-012736
Frazier, T.W., Crowley, E., Shih, A., Vasudevan, V., Karpur, A., Uljarevic, M., and Ying Cai, R. (2022). Associations between executive functioning, challenging behavior, and quality of life in children and adolescents with and without neurodevelopmental conditions., Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyg.2022.1022700
He, F., Qi, Y., Zhou, Y., Cao, A., Yue, X., Fang, S., & Zheng, Y. (2023). Meta-analysis of the efficacy of digital therapies in children with attention-deficit hyperactivity disorder. Frontier in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1054831
Mautone, J. A., Lefler, E. K., & Power, T. J. (2011). Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills. Theory into practice, 50(1), 43–51. https://doi.org/10.1080/00405841.2010.534937
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