The Effect of Cognitive Games on Attention and Response Inhibition in Students with Dyscalculia

The aim of this study was to examine the effects of cognitive games (games based on executive functioning) on the attention and response inhibition of students with dyscalculia.
This study used the pretest-posttest quasi-experimental design with a control group. In this study, 20 students with dyscalculia selected through purposive sampling were randomly divided into control and experimental groups (n=10 each). The experimental group participated in twelve 60-minute sessions of cognitive games for six weeks. The omission error and commission error sub-scales of the Test of Variables of Attention (TOVA) were utilized to evaluate attention and response inhibition performance, respectively. Data were analyzed by MANCOVA.
The analysis of the data revealed a significant difference in results between the experimental group and the control group following intervention.
Cognitive games improve the attention and response inhibition performance of students with dyscalculia.