طاهره نجفی

The present study aimed to investigate the effectiveness of gamification on the visual–spatial perception of educable students with intellectual disabilities at the preschool level. The research method was applied and quantitative in nature, employing a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of educable students with intellectual disabilities referred to special schools in the counties of Tehran Province during the ۲۰۲۵–۲۰۲۶ academic year. The sample was selected through purposive convenience sampling and included ۱۶ students (۸ girls and ۸ boys), who were equally assigned to the experimental and control groups (۸ students in each group). Data were collected using the Frostig Visual Perception Test, which assesses visual–motor coordination, figure–ground discrimination, form constancy, spatial orientation, and spatial relationships. The educational intervention consisted of ۱۲ gamified activities based on a multisensory approach and was implemented over ۱۰ sessions. After coding, the data were analyzed using    version ۲۵, and the independent samples t-test and gain score analysis were applied to test the research hypotheses. The results indicated that the mean gain score of overall visual perception in the experimental group was significantly higher than that of the control group (p < ۰.۰۵), with a very large effect size. Significant improvements were observed in visual–motor coordination, form constancy, spatial orientation, and spatial relationshi   however, no significant change was found in figure–ground discrimination. Overall, the findings suggest that gamification can be an effective strategy for enhancing the visual–spatial perception of educable students with intellectual disabilities.