Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-15 |
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Research code: 5025542552
Ethics code: IR.IAU.SRB.REC.1399.146
Clinical trials code: 5025542552
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Rasouli N, Molanorouzi K, Ghasemi A, Kashi A. The effect of Game-Based Interventions on the Learning Disabilities of Primary School Students. RJMS 2024; 31 (1) :1-15
URL: http://rjms.iums.ac.ir/article-1-8752-en.html
URL: http://rjms.iums.ac.ir/article-1-8752-en.html
Assistant Professor, Department of Motor Behavior and Sports Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran , keivannorozy@gmail.com
Abstract: (394 Views)
Bakcground & Aims: Learning disabilities are a significant concern in educational settings, particularly among primary school students. These disabilities, which include disorders in reading, writing, and mathematics, often manifest during the early years of schooling. They can severely hinder academic progress and negatively impact various aspects of students' lives, including their self-esteem, social interactions, and overall quality of life (1). The prevalence of learning disabilities has been increasing, prompting educators and researchers to seek effective interventions that can support these learners(2). The importance of addressing learning disabilities cannot be overstated. Early identification and intervention are critical for helping students develop the necessary skills to succeed academically. Traditional teaching methods may not adequately meet the needs of students with learning disabilities, leading to frustration and disengagement from the learning process(3). Therefore, innovative approaches that engage students and cater to their unique learning needs are essential.One promising area of intervention is the use of game-based strategies in educational settings. Game-based interventions leverage the motivational aspects of games to create engaging learning experiences(4). These interventions can be particularly beneficial for students with learning disabilities, as they often provide a more interactive and enjoyable way to learn essential skills. The present study aims to investigate the impact of game-based interventions—specifically movement games, exergames, and vision-based games—on the learning disabilities related to writing and reading skills in elementary school students.
Methods: This research employed a semi-experimental design featuring a pre-test and post-test framework that included a control group and three experimental groups. The target population consisted of female second-grade students in Chalus city during the academic year 1402 (2023-2024). A total of 45 qualified volunteers were selected through purposeful sampling and randomly assigned to either the experimental or control groups. The research tools included the Colorado Learning Difficulties Scale developed by Wilcott et al., which assesses various learning difficulties, and the reading performance test designed by Karmi Nouri and Moradi (2004). These instruments were chosen for their validity and reliability in measuring reading and writing skills among young learners (23). The intervention protocol consisted of 16 practice sessions of selected games over an 8-week period, with two sessions conducted each week. Each session was structured to include specific activities aimed at enhancing reading and writing skills through interactive play (22). The game-based interventions were designed to be engaging while also targeting specific skill deficits identified in the pre-assessment phase. Data analysis was performed using repeated measures analysis of variance (ANOVA) alongside Bonferroni's post hoc test in SPSS software version 26, with a significance level set at 0.05. This statistical approach allowed for a comprehensive evaluation of the effectiveness of the game-based interventions across different time points.
Results: The analysis revealed significant effects concerning time, group, and the interaction between time and group on the scores for reading and writing skill variables. Specifically, comparisons between mean scores from pre-tests to post-tests, as well as pre-tests to follow-up assessments within the experimental group, demonstrated significant improvements in both reading and writing skills. The results indicated that students who participated in game-based interventions showed greater gains in their reading abilities compared to those in the control group. Similarly, improvements in writing skills were also noted among participants engaged in the game-based activities. These findings suggest that incorporating game-based strategies into educational practices can effectively enhance students' abilities in these critical areas.
Conclusion: The results of this study indicate that game-based interventions—particularly those involving visual elements—are effective in improving reading and writing skills among primary school students with learning disabilities. The engaging nature of these games not only motivates students but also fosters a more supportive learning environment where they can thrive academically.Educators, counselors, and therapists are encouraged to integrate these engaging game formats into their instructional strategies to foster academic growth in these students. By leveraging the motivational aspects of games, practitioners can create a more supportive learning environment that addresses individual needs and promotes skill development.Furthermore, this study highlights the importance of continued research into innovative teaching methods that can effectively support students with learning disabilities. Future studies should explore long-term effects of game-based interventions on academic performance as well as their impact on social skills and emotional well-being.In summary, addressing learning disabilities through innovative approaches such as game-based interventions holds promise for enhancing educational outcomes for primary school students. By implementing these strategies within classrooms, educators can better support diverse learners and help them achieve their full potential.
Type of Study: Research |
Subject:
Sports Medicine
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