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.