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THE EFFECT OF INFORMATION TECHNOLOGY ON THE COGNITIVE
ABILITY OF STUDENTS
Ruziev Feruz Giyosovich
Assistant of the Department of Rehabilitation, Sports Medicine
and Physical Education, Bukhara State Medical Institute,
PhD,
Khamidova Zarifa Dilshad qizi
Bukhara State Medical Institute, Faculty of Medicine,
student of the 3rd stage of treatment
https://doi.org/10.5281/zenodo.12564662
ANNOTATION
Students' cognitive impairments significantly affect their ability to master
subjects. It was observed that the wide use of information technologies in the
life of students causes cognitive disorders. Being in the area of mobile phone,
computer, wi-fi and the duration of sleep were studied and the impact on
students' cognitive activity was studied.
Key words:
cognitive disorders in students, information communication
technologies, neuropsychological tests.
The urgency of the problem.
Students are a forward-thinking, active
intellectual and physical part of the society, and their use of information and
communication technologies in the course of studying and scientific research is
much higher than some layers of the society. The presence of students in an area
close to information and communication technologies for longer periods of time
can cause various levels of cognitive disorders in students.
The purpose of the study
: to study the relationship between the time of
communication of students with different information technologies and
cognitive disorders observed in students.
Research materials and methods.
The results of examination and
analysis of 122 students of the Bukhara State Medical Institute in 2023-2024
were presented in order to solve the scientific goals and tasks envisaged by our
research work. Students were divided into 3 groups according to the length of
time they use mobile phones and computers. The first group consists of students
who use these devices up to 5 hours a day, the second group consists of students
who use them 5-10 hours a day, and the 3rd group consists of students who use
these devices for more than 10 hours.
Analysis and results.
In subjective, objective, laboratory and
instrumental examinations of all three groups, the symptoms of somatic diseases
were denied, the levels of cognitive disorders, the frequency and duration of the
pains of the first group of the first group during the week were studied. From the
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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4,3
7,9
14,2
1 group
2 group
3 group
anamnesis, the frequency of acute respiratory diseases in the first group and its
relationship with the duration of using information technologies were studied.
In the first group n=21, the time of using information technology is 4.3±1.4
hours, in the second group n=60, 7.9±1.6 hours and in the third group n=41,
14.2±1.7 hours did (Figure 1).
Figure 1.
Figure 1. The average time indicators of students of the first group of
research groups using information technologies
Among the research groups, the first group of students spends a different part of
their time on using information technologies, the number of students involved in
the research was 17% in the first group, 49% in the second group, and 34% in
the third group (Fig. 2).
Figure 2.
Figure 2. Indicators of attention disorders based on the Landolt test
In the first group of students, when attention disorders in students were
studied using the Landolt test
14.3% had no attention disorder, 23.8% had mild
attention disorder, 48.3% had moderate attention disorder, and 14.3% had
14,3
23,8
42,9
14,3
11,7
23,3
48,3
16,7
9,8
22,0
48,8
19,5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Norm
Easy
Medium
Difficult
1 group
2 group
3 group
ACADEMIC RESEARCH IN MODERN SCIENCE
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severe attention disorder. In the second group, 11.7% had no attention
disorders, 23.3% had mild attention disorders, 48.3% had moderate attention
disorders, and 16.7% had severe attention disorders, while the third group had
no attention disorders, 9.8%, mild mild attention disorder 22% and moderate
attention disorder 48.8% and severe attention disorder 31.7%. When the
research groups were analyzed, it was shown that the more time students spend
with information technology, the more pronounced attention disorders in them.
Conclusion:
In all three groups, as a result of the increase in the time of working
with information technologies, there was a positive correlation between
cognitive functions, quick memory and attention disorder indicators.
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