| Abstract | Cilj: Istražiti proces kognitivnog i psihomotoričkog učenja u studenata primjenom CRD
uređaja.
Ispitanici i postupci: U istraživanju je sudjelovalo 22 studenata Sveučilišta u Splitu,
prosječne dobi 23,14 ± 1,39 godina. Ispitanici su bili podvrgnuti testovima CRD-serije (CRD11,
CRD311 i CRD411) kako bi se analizirali parametri poput ukupnog vremena rješavanja testova
(UKT), minimalnog vremena za rješavanje pojedinačnih zadataka (MinT), maksimalnog
vremena (MaxT) te broja pogrešaka (BrPog). Prije početka istraživanja, svi ispitanici su ispunili
Indeks nesanice te su svakodnevno popunjavali upitnike o pospanosti, trajanju spavanja i
subjektivnom stresu.
Rezultati: Tijekom tri dana testiranja zabilježeno je značajno smanjenje UKT-a na
testovima CRD11 (s 100,32 na 78,02 sekundi, P = 0,004), CRD311 (s 27,12 na 24,36 sekundi,
P < 0,001) i CRD411 (s 29,00 na 22,84 sekundi, P < 0,001) te smanjenje MinT-a i MaxT-a na
svim testovima. Nije bilo statistički značajnog smanjenja broja pogrešaka na bilo kojem od
testova. U prvom mjerenju zabilježene su pozitivne korelacije između rezultata na Stanford
upitniku i performansi na testovima CRD11, CRD311 i CRD411. Indeks nesanice negativno je
korelirao s MinT-om na CRD11 (r = -0,469, P = 0,028) i CRD411 testovima (r = -0,425, P =
0,049). Tijekom drugog mjerenja, nije zabilježena ni jedna značajna korelacija. U trećem
mjerenju, Stanford upitnik je negativno korelirao s brojem pogrešaka na CRD11 testu te
pozitivno s MinT-om na CRD311 testu. Nisu pronađene značajne korelacije između trajanja
spavanja i razine stresa s rezultatima testova.
Zaključak: Tijekom tri uzastopna dana, ponovljenim izvođenjem testova CRD11,
CRD311 i CRD411, došlo je do poboljšanja u njihovom rješavanju, što se očituje kroz
smanjenje ukupnog vremena potrebnog za dovršavanje svakog testa (UKT), minimalnog
vremena za rješavanje pojedinačnih zadataka (MinT), kao i maksimalnog vremena potrebnog
za izvršavanje zadataka (MaxT). |
| Abstract (english) | Objectives: To investigate the process of students's cognitive and psychomotor learning
using tests of the CRD series.
Subjects and Methods: The study included 22 students from the University of Split,
with an average age 23.14 ± 1.39 years. Subjects completed three CRD series tests (CRD11,
CRD311, and CRD411). The study analyzed total test solving time (UKT), minimum time to
solve a single task (MinT), maximum time to solve a single task (MaxT), and number of errors
(BrPog). Before the study commenced, all participants filled out an insomnia index and daily
questionnaires regarding sleepiness, sleep duration, and stress levels.
Results: There was a significant reduction in UKT on the CRD11 tests (from 100.32 to
78.02 seconds, P = 0.004), CRD311 (from 27.12 to 24.36 seconds, P < 0.001), and CRD411
(from 29.00 to 22.84 seconds, P < 0.001), as well as a decrease in MinT and MaxT on all tests.
There was no statistically significant reduction in the number of errors on any of the tests.
Positive correlations were observed in the initial measurement between Stanford sleepiness
scale score and performance on CRD11, CRD311, and CRD411 tests. The insomnia index
negatively correlated with MinT on CRD11 (r = -0.469, P = 0.028) and CRD411 tests (r = -
0.425, P = 0.049). During the second measurement, no significant correlations were recorded.
In the third measurement, the Stanford sleepiness scale score negatively correlated with the
number of errors on the CRD11 test and positively with MinT on the CRD311 test. There were
no significant correlations found between sleep duration and stress level with tests results.
Conclusion: Over three consecutive days, through repeated testing with CRD11,
CRD311, and CRD411, there was an improvement in performance, characterized by reduced
total test solving time (UKT), as well as decreased minimum (MinT) and maximum (MaxT)
task-solving times. |
