Iranian Journal of Learning and Memory

Abstract Objective: Enhancing executive functions through a gamification-based training program may represent an effective approach to improving the academic achievement goals of students with specific learning disorder. Therefore, the present study aimed to examine the effects of a gamification-based executive function training program on academic achievement goals and social goals in students with Specific Learning Disorder (Reading Impairment).
Methods: This study employed a quasi-experimental design with a pretest–posttest control group. The study population consisted of all fourth-, fifth-, and sixth-grade students with Specific Learning Disorder (Reading Impairment) in Piranshahr during the 2025–2026 academic year. A total of 30 participants were selected using purposive sampling and were randomly assigned to either the experimental group or the control group (15 participants in each group). Data were collected using the Academic Achievement Goal Orientation Questionnaire and the Social Achievement Goals Questionnaire. The experimental group received the gamification-based executive function training program in eight sessions, whereas the control group received conventional instruction. Data were analyzed using descriptive statistics (means and standard deviations) and inferential statistics, including multivariate and univariate analyses of covariance (MANCOVA and ANCOVA), with IBM SPSS Statistics version 26.
Findings: The findings indicated that gamification-based executive function training had a significant effect on improving academic achievement goals and social goals among students with learning disorders.
Conclusion: Based on the obtained findings, it is recommended that educational authorities and curriculum planners in schools serving students with learning disorders utilize artificial intelligence and gamified executive function software to promote academic achievement goals and social development.

Abstract Objective: The present study aimed to examine the effectiveness of gamification-based instruction on the executive functions of secondary school students. Method: A semi-experimental design with pretest–posttest and control groups was employed. The study involved 30 twelfth-grade mathematics students from two randomly selected schools in District 3 of Tehran. The experimental group received gamification-based mathematics instruction once a week for ten 70-minute sessions, while the control group received no intervention. Executive functions were measured using the Executive Functions Questionnaire, the Digit Span subscale of the Wechsler Adult Intelligence Scale, and the Cattell Intelligence Test to control for intelligence differences. Results: The findings indicated that gamification-based instruction significantly improved students’ executive functions and memory span (P ≤ 0.05). The experimental group outperformed the control group in inhibition, shifting attention, emotional control, task initiation, working memory, planning, organization, monitoring, and both forward and backward digit span. Conclusions: Gamification-based mathematics instruction can effectively enhance executive functioning and memory in secondary school students, highlighting its potential as a practical educational intervention for improving cognitive skills.