Introduction: Play therapy is effective in improving the cognitive problems of children with learning disabilities. Aim: The objective of this study is to examine effectiveness of cognitive games (games based on executive functioning) on the cognitive flexibility of the students with dyscalculia. Method: In this study which we have used the pre-test, post-test quasi-experimental design / plan with control group, 20 students with dyscalculia who were selected through purposive sampling, were randomly divided into control and experimental groups (each group n=10). Wisconsin executive function test has used to assess cognitive flexibility performance. The data resulting from the study has analyzed by MANCOVA. Results: The finding have shown that experimental group compared to control group have significant difference in the results of the test after participating in the intervention. Conclusion: cognitive games can improve the cognitive dysfunction of children with math disorders.

Background and Aims: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders and psychological problems in children referred to psychiatric clinics. The purpose of the present study was to address the effect of attentional games, cognitive rehabilitation, and mixed practice on attention and cognitive functions of children with Attention Deficit Hyperactivity Disorder. Materials and Methods: A quasi-experimental study was conducted with pre-test and post-test design. To this purpose, 40 children aged 9-12 years old with attention Deficit Hyperactivity Disorder were selected and randomly assigned into four groups of cognitive Rehabilitation training, attentional games, mixed practice, and control. In the pre-test, each participant performed the tests for working memory (N-Back test), sustained attention (continuous performance test), and executive functions (London Tower test). Participants practiced for 16 sessions (each session for 60 minutes), according to their grouping Test on working memory, attention, and cognitive functions. After the last training session, participants performed the post-test which included the re-run of the tests for working memory (N-Back test), attention (continuous performance test), and executive functions (London Tower test). Results: The findings showed that in the variable of executive functions, working memory and attention, the mixed group approximately outperformed the two other experimental groups in all subtests (p <0. 05), but the other groups did not differ significantly (p <0. 05). Conclusion: Mixed group in almost all subscales led to improved working memory, attention, and executive functions of children with Attention Deficit Hyperactivity Disorder. These results were interpreted according to the usage of profits of two other practice conditions during mixed practice.

The aim of this study was to compare the effectiveness of perceptual motor training and cognitive games on cognitive development in mentally retarded children. In this experimental study, 45 mentally retarded children aged between 8 and 12 in Kermanshah province were randomly divided into 3 groups: perceptual motor training, cognitive training and control. The perceptual motor program included the protocol of Salari et al. (2014) and Kashi et al. (2015) and cognitive games included a collection of cognitive games of my brain that was run as software. The groups participated in the program for 8 weeks, 2 sessions per week and 45 minutes per session. Before and after the training, they participated in London Tower computer test and the Stroop color-word test as pretest and posttest. Data were analyzed with Mancova and Ancova tests. The findings of the study showed a significant difference among perceptual motor training, cognitive games and control in London Tower computer test and Stroop color-word test. Perceptual motor training had a greater effect on the improvement of cognitive functions in mentally retarded children than cognitive games. Therefore, it can be concluded that although both types of games play an effective role in improving cognitive development and can be used to improve children's well-being, perceptual motor training is a better tool to create more development effects than cognitive training.

Sluggish cognitive Tempo is used to describe a particular type of attention deficit, concentration, and slowness in information processing. The aim of this study was to investigate the psychometric properties of the Sluggish cognitive Tempo Scale (SCTS) of the parent form among Iranian children. The present study is a descriptive study. A sample of 1700 people was selected from the provinces of Tehran, East Azerbaijan, West Azerbaijan, Kurdistan, Fars and Khorasan using cluster sampling method. 122 subjects were excluded from statistical analysis due to incomplete answers to the questionnaires and thus the final sample was reduced to 1578 parents. The confirmatory factor analysis method and internal consistency were used to compute the Sluggish cognitive Tempo Scale factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Sluggish cognitive Tempo Scale, we computed correlations between different dimensions of Sluggish cognitive Tempo Scale with Attention Deficit Subscale of Mental Health Assessment Questionnaire for Children and Adolescents. The results of statistical results showed that this scale has structural validity, criterion and convergence in Iranian society. The results indicate that the scale is three factors and also the validity of the scale using Cronbach's alpha method and retest test after Approved two weeks. According to the findings of the present study, the parent form of the Sluggish cognitive Tempo Scale (SCTS) has a good validity and reliability and it can be used in research related to slow cognitive multiplication in Iranian society.

The aim of this research was to develop design framework of educational game for types of cognitive domain subjects in micro level and evaluation of its effectiveness in concepts learning. To achieve this goal mixed method research was used. To obtain the framework and its evaluation, in the qualitative method inductive analysis and in the quantitative, survey method was used. Also for extrinsic evaluation of the framework in facts learning, experimental research with control group have been used. From qualitative analysis about computer games elements, 32 game mechanics extracted. To intrinsic evaluation of proposed framework, this framework with its explaining appendix have been send for 25 instructional and digital game specialists. The results of evaluation showed that the proposed framework for cognitive domain subjects have appropriate authenticity. Also to extrinsic or effectiveness evaluation, proposed framework experimented on 38 students in control and experimental groups with pre and posttests. Results of covariance analysis showed that there is significant difference between the game has been designed on the basis of the proposed framework and existing game.

BACKGROUND: cognitive games are one of the effective ways to improve the working memory of borderline students. The game plays an effective role in the development of students, and during the game, you can find out many characteristics, problems, and growth of borderline students. The present study aimed to investigate the effectiveness of cognitive games on the working memory of sixth-grade borderline students in Saqqez City, Iran. METHODS: The research method was semi-experimental with pretest-posttest, with a control group. The statistical population included borderline students studying in the sixth grade of schools in Saqqez City, Kurdistan Province, Iran, in the academic year of 2021-2022. 24 borderline students were selected purposefully and randomly placed in two groups of 12 people, intervention and control. The educational program of cognitive games such as Lomocyte and Tetris was conducted in 8 sessions of 60 minutes twice a week for the test group. Then the simultaneous post-test was conducted for both performance groups and the data were analyzed using analysis of covariance (ANCOVA) and SPSS software. RESULTS: cognitive games improved memory (P < 0. 01), and they also caused the expansion of active memory, central processing, phonological loop, and visual-spatial memory. CONCLUSION: According to the results of this research and the importance of improving working memory, it is suggested that cognitive games be used in schools and medical centers to improve the working memory performance of borderline students

Background & Objectives: Dyslexia is one of the common types of learning disabilities. Dyslexia is seen among students who have average IQ. Dyslexia is a neurological disorder with tremendous impact on the brain's ability to receive, process, store, and respond to information. One of the consequences of dyslexia is the impact on reading performance. Reading is one of the most effective and determining skills of the students. This skill has considerable sensitivity in classrooms and schools and is the foundation of student growth in other areas. Executive functions include students at risk, especially children with learning disabilities. Executive functions are used for reading. In the past, to develop the level of reading education, various tools and models, especially computers, have been widely used. The capability of a computer–, aided individual teaching system shows fruitful results. This study aimed to examine the effectiveness of cognitive computer games training in increasing the reading performance of dyslexic students. Methods: This research method was quasi–, experimental with a pretest–, posttest design with a control group. In this study, the statistical population included all dyslexic students who were referred to the special learning problems centers located in the district one education department of Rasht City, Iran in the academic year 2019–, 2020. They had problems in Persian lessons and through the Dyslexia Symptoms Questionnaire (Salimi Timori, 2007) were identified. According to available information, the number of students who visited the centers during November of this academic year was 293. In this study, the experimental sample included a group of students who were referred to the special learning problems centers. In this regard, first, those students whose grades of dyslexia were higher than the cutoff line were identified. Then, 40 eligible volunteers were randomly divided into the experimental and control groups (each group with 20 people). The study data were gathered via Dyslexia Symptoms Questionnaire (Salimi Timori, 2007) in pretst and posttest for two groups. In this study, the cognitive Computer Training Program was used for educational intervention. This program aimed at teaching working memory under the supervision of psychological specialists of Ferdowsi University of Mashhad and with the cooperation of Sina Behavioral–, cognitive Sciences Research Institute in 2010. It was based on existing theories, following the example of Robo Mamo software that included focusing on visual–, spatial and verbal memory of Klingberg (2005) and was adapted to Iranian culture. cognitive computer training was taught in eight 60–, min sessions only for experimental group. To analyze the data, the descriptive (mean and standard deviation) and inferential statistics (the parametric test of covariance analysis) were performed in SPSS version 24. The significance level of 0. 05 was considered for the tests. Results: The results showed that the training with cognitive computer games was effective in reducing the reading disorder variable of dyslexic students of the experimental group compared to the students of the control group (p<0. 001). The effect size of cognitive computer games training on reducing the reading disorder of dyslexic students was 0. 829. Conclusion: Based on the study findings, cognitive computer games training is effective in increasing the reading performance of dyslexic students. Therefore, cognitive computer game training can be effective for students with reading disabilities.

Aim. The purpose of this study was to investigate the effectiveness of computer games on cognitive flexibility of students with attention deficit/hyperactivity disorder. Methods. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 24 students with attention deficit/hyperactivity disorder from counseling center in Ahvaz city in 2018 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups randomly, each group consisting of 12 students. The experiment group participated in 15 sessions of parent management training (three times a week; each session lasted 60 minutes), while the control group did not. The instrument used was Dennis & VanderWal cognitive Flexibility Inventory (2010). Univariate analysis of covariance was used by SPSS (version 24) for analyzing the data. Results: The results showed that computer games training had a significant effect on the cognitive flexibility of students with attention deficit/hyperactivity disorder. Conclusion: Computer games training can increase cognitive flexibility of students with attention deficit/hyperactivity disorder. Therefore, planning for providing this program has been useful and effective and can be used for the improvement of cognitive flexibility.