Effectiveness of Intellectual Games in the Brain Executive Functions and Problem- Solving Ability of Children with Specific Learning Disorders

The present study set out to explore the effectiveness of cognitive games in the executive functions and problem-solving abilities of children aged 8 to 11 years with specific learning disorders in mathematics, spelling, and reading. 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 second half of the year 1401 (2022-2023). Participants engaged in a play therapy intervention consisting of 12 sessions, each lasting 50 minutes, and were evaluated using the Tower of London test and the Wisconsin Card Sorting Test. Data analysis included descriptive statistics for means and standard deviations, as well as inferential statistics such as 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 abilities among the three groups (reading, spelling, and mathematics) (p > 0.05). However, cognitive games significantly improved the executive functions of the mathematics disability group from pre-test to post-test (p < 0.05), while effects on the spelling and reading groups were not significant (p > 0.05). Additionally, cognitive games positively influenced the problem-solving abilities of children with mathematical and spelling disorders (p < 0.05), but had no significant effect on the reading disability group (p > 0.05). Overall, the findings suggest that cognitive games can enhance specific executive functions and problem-solving skills in children with learning disorders, particularly in mathematics