Cognitive Games: The Effects on Executive Functions and Problem- Solving Skills in Children with Specific Learning Disorders

Document Type : Original Article

Authors

University of Maragheh

Abstract

The present study was set out to explore the effectiveness of cognitive games in the executive functions and problem-solving skills of children aged 8 to11 years with specific learning disorders. Utilizing a quasi-experimental design with pre-test and post-test assessments, the research involved 45 students selected through convenience sampling from special education and rehabilitation centers in Qazvin during the academic year of 2022-2023. Participants engaged in a game therapy intervention consisting of 12 sessions, each lasting 50 minutes, and were evaluated using the Tower of London and the Wisconsin Card Sorting Tests. Data analysis included multivariate and univariate analysis of covariance and paired t-tests, conducted using SPSS version 27. The results revealed no significant differences in the impact of cognitive games on executive functions and problem-solving skills among the three groups (dyslexia, dysgraphia, and dyscalculia) (p > 0.05). However, cognitive games significantly improved the executive functions of the dyscalculia group from pre-test to post-test (p < 0.05), while effects on the dysgraphia and dyslexia groups were not significant (p > 0.05). Additionally, cognitive games positively influenced the problem-solving skills of children with dyscalculia and dysgraphia groups (p < 0.05), but had no significant effect on the dyslexia group (p > 0.05). Overall, the findings suggest that cognitive games can enhance executive functions and problem-solving skills in children with specific learning disorders, particularly in those with dyscalculia.

Keywords

References

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