Effect of Game-Based Cognitive Training Programs on Cognitive Learning of Children with Intellectual Disabilities

Seon-Chil Kim,Hyun-Suk Lee

doi:10.3390/app11188582

Abstract

Early detection and repeated learning training of children with intellectual disabilities are important factors that are directly related to the quality of future life of such children. However, implementation of such programs is challenging, as the subjects are still children. Therefore, motivation and interest are important for children with intellectual disabilities to carry out continuous training. In this study, Neuro-World, a game-based cognitive training program, was proposed for motivation and interest induction, and its effectiveness was compared with that of a conventional cognitive training program through analysis after both programs were implemented by professional therapists. The pre-test and post-test results of the game-based cognitive training program were statistically significant and showed superiority in the comparison with the conventional program. Therefore, the game-based cognitive training program developed in this study through digital media is expected to be effective in improving cognitive learning ability.

Highlights

The differences between groups in the Neuro-World cognitive training program and in the conventional cognitive training program are shown in Tables 3 and 4
There was no significant difference between the pre-score (M = 62.1) of the NeuroWorld cognitive training program group and the pre-score (M = 60.3) of the conventional cognitive training programs group (F = 3.87, p < 0.05, Cohen’s d 1.0226)
It was significant between the post-score (M = 65.4) of the Neuro-World cognitive training program group and the post-score (M = 60.1) of the conventional cognitive training programs group (F = 33.71, p < 0.05, Cohen’s d = 2.0499)

Summary

Introduction

Children with intellectual disabilities, who belong to subcategories of developmental disabilities, have defects in intellectual functions such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and experience learning; their daily activity functions, such as communication, social participation, and independent living in various environments, are limited [5]. These intellectual deficiencies affect learning capabilities, leading to inadequacies in necessary functions in the input, processing, and output stages of the learning information process.

Methods

Results

Discussion

Conclusion