The effect of cognitive processes-based educational games on academic motivation and academic achievement of students with special reading difficulties

The aim of this study is investigating effectiveness of employing educational games based on cognition processing on educational motivation and educational achievement on students with specific dyslexia in Arak in 2015-2016. This study is a quasi-experimental study with a pre-test, post-test and a control group. A group of 20 students (second grade) with specific learning problem who were selected with Wechsler IV and Harter academic motivation scales participated in this study. They were randomly divided into two experimental and control groups. Descriptive statistics and analysis of covariance were used to analysis the data. The results of the study showed significant difference in academic achievement and academic motivation in two groups, with better performance for the experimental group (p