Examining the effect of attention-increasing games on the math performance and attention of students with dyscalculia

The present research investigated the effect of attention-increasing games program on the math performance of students with dyscalculia. Research population comprised all the 4th grade students with dyscalculia in the academic year 2015-2016 in Tehran. Twenty students were selected using stratified sampling method and were assigned randomly to experimental and control groups. The experimental group had 14 AI games sessions, while the control group continued with their academic routines. Continuous Performance Test (CPT, Hadianfar, et.al, 2000) and Math Test (Golparvar, et.al, 2010) were used as the pre and post tests for both the groups. Data was analyzed using descriptive and inferential statistics-ANCOVA-. Results showed that AI games improved attention level (F=67/34, P> 0.01) and math performance (F=64/44, P> 0.01) of the experimental group; however, it was more influential on students’ attention. It is concluded that design and use of such interventions are beneficial for learning and academic enhancement of students with learning disabilities.