The Impact of Cognitive-Based Video Games on Executive Functions in Preschool Children with Neuropsychological Learning Disabilities

Background and In recent decades, many psychologists and researchers have used play as a method of treatment for a wide range of disorders and problems, and have proven its efficacy. Current research aimed to investigate the impact of cognitive-based video games on executive functions in preschool children with neuropsychological learning disabilities in Isfahan. Present research was an experimental study with pretest-posttest control group design. Study population consisted of all the preschoolers who were studying in Isfahan kindergartens in 1393-94 academic year. Sample consisted of 20 children with neuropsychological learning disabilities that were selected using random cluster sampling method and randomly assigned to experimental (N= 10) or Control (N= 10) groups. Experimental group received an intervention program for 3 month (2 45-minut sessions per week). Data were collected using demographic questionnaire, children assessment checklist for physical health and biological characteristics, Raven’s colored progressive matrices for children, and Conner’s neuropsychological learning disabilities assessment questionnaire. Data were analyzed using multivariate analysis of variance. Results showed that cognitive-based video games could significantly problem-solving skills/planning and emotional/behavioral regulation skills in children with neuropsychological learning disabilities. According to our findings, it is essential to administer cognitive-based video games in the treatment of learning disability. Implications will discuss further.