Research code: 5025542552
Ethics code: IR.IAU.SRB.REC.1399.146
Clinical trials code: 5025542552
Abdullah Ghasemi , keivannorozy@gmail.com
Abstract: (230 Views)
Introduction and purpose: learning disabilities such as reading, writing and math disorders are usually revealed in the first years of school and can affect the academic progress and other aspects of students' lives. The present study was conducted with the aim of investigating the effect of game-based interventions (movement, exergame, vision) on learning disabilities (writing skills, reading skills) of elementary school students.
Methodology: The method of the current research was semi-experimental with a pre-test and post-test design with a control group and a cross-sectional design with three experimental groups. The statistical population of the research was made up of all female students of the second year of high school in Chalus city in 1402. From this community, forty-five qualified volunteers entered the study in a targeted way and were randomly divided into two experimental and control groups.. Research tools, Colorado Learning Difficulties Scale by Wilcott et al. , the reading performance test was by Karmi Nouri and Moradi (2004). In order to carry out the intervention of the game-based protocol including 8 weeks and 2 sessions each week, a total of 16 practice sessions of selected games were implemented in the experimental groups. The data of the research was analyzed using repeated measures analysis of variance and Bonferroni's post hoc test in SPSS software version 26 at a significance level of 0.05.
Findings: The effect of time, the effect of group and the interaction effect of time and group on the scores of reading and writing skill variables were significant. Comparing the mean scores of pre-test with post-test and pre-test with follow-up for reading and writing skill variables in the experimental group was significant.
Conclusion: Based on the findings of this research, the game based on visual games is effective in increasing students' reading and writing skills; Therefore, teachers, counselors, and therapists can use these games to improve these variables in students.
Methodology: The method of the current research was semi-experimental with a pre-test and post-test design with a control group and a cross-sectional design with three experimental groups. The statistical population of the research was made up of all female students of the second year of high school in Chalus city in 1402. From this community, forty-five qualified volunteers entered the study in a targeted way and were randomly divided into two experimental and control groups.. Research tools, Colorado Learning Difficulties Scale by Wilcott et al. , the reading performance test was by Karmi Nouri and Moradi (2004). In order to carry out the intervention of the game-based protocol including 8 weeks and 2 sessions each week, a total of 16 practice sessions of selected games were implemented in the experimental groups. The data of the research was analyzed using repeated measures analysis of variance and Bonferroni's post hoc test in SPSS software version 26 at a significance level of 0.05.
Findings: The effect of time, the effect of group and the interaction effect of time and group on the scores of reading and writing skill variables were significant. Comparing the mean scores of pre-test with post-test and pre-test with follow-up for reading and writing skill variables in the experimental group was significant.
Conclusion: Based on the findings of this research, the game based on visual games is effective in increasing students' reading and writing skills; Therefore, teachers, counselors, and therapists can use these games to improve these variables in students.
Type of Study: Research |
Subject:
Sports Medicine
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