فراتحلیل اثربخشی مداخلات مبتنی بر بازی‌درمانی شناختی بر حافظه کاری دانش‌آموزان دارای اختلال یادگیری

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.

2 دانشجوی دکتری روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.

چکیده

هدف پژوهش حاضر، انجام یک فراتحلیل به‌منظور برآورد اندازه اثر کلی، تعیین میزان ناهمگنی نتایج، ارزیابی پایداری یافته‌ها و قابلیت تعمیم اثربخشی مداخلات مبتنی بر بازی‌درمانی شناختی بر حافظه کاری دانش‌آموزان دارای اختلال یادگیری بود. با توجه به ناهمخوانی نتایج پژوهش‌های پیشین، در این مطالعه تلاش شد با ترکیب نظام‌مند یافته‌های تجربی موجود، برآوردی جامع و دقیق از اندازه اثر این مداخلات ارائه گردد. جامعه آماری شامل پژوهش‌های انجام‌شده طی بیست سال گذشته (1384 تا 1404 در ایران و 2005 تا 2025 در سطح بین‌المللی) بود که به لحاظ روش‌شناسی شامل شرایط لازم بودند. بر اساس ملاک‌های ورود و خروج تعیین‌شده، مطالعات واجد شرایط انتخاب و داده‌های آن‌ها استخراج گردید. برای ترکیب نتایج و محاسبه اندازه اثر از نرم‌افزار CMA2 و شاخص g هجز استفاده شد. نتایج نشان داد که مداخلات مبتنی بر بازی‌درمانی شناختی تأثیر معناداری بر بهبود حافظه کاری دانش‌آموزان دارای اختلال یادگیری دارند؛ به‌طوری‌که اندازه اثر ترکیبی در مدل تصادفی در دامنه متوسط تا بزرگ گزارش شد و در مدل ثابت نیز اندازه اثر مثبت و معنادار بود. نتایج تحلیل حساسیت، سوگیری انتشار و نمودار قیفی نیز بیانگر پایداری و قابلیت اعتماد یافته‌ها بودند. بر این اساس می‌توان نتیجه گرفت که مداخلات مبتنی بر بازی‌درمانی شناختی، به‌طور معناداری موجب بهبود حافظه کاری دانش‌آموزان دارای اختلال یادگیری می‌شوند. این یافته‌ها نشان می‌دهد که بازی‌درمانی شناختی می‌تواند به‌عنوان یک رویکرد مؤثر و مبتنی بر شواهد، به‌طور هدفمند در آموزش و توان‌بخشی شناختی دانش‌آموزان دارای اختلال یادگیری استفاده شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Meta-Analysis of the Effectiveness of Cognitive Game-Based Interventions on the Working Memory of Students with Learning Disabilities

نویسندگان [English]

  • Esmaeil Soleimani 1
  • Mahdi Chitsaz 2
1 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
2 Ph.D. Student in Psychology, Faculty of Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
چکیده [English]

The present study aimed to conduct a meta-analysis to estimate the overall effect size, determine the degree of heterogeneity among results, and evaluate the robustness and generalizability of cognitive play therapy–based interventions on the working memory of students with learning disabilities. Given inconsistencies observed in previous research findings, this study sought to provide a comprehensive and precise estimation of the effect size by systematically synthesizing existing empirical evidence. The statistical population consisted of studies conducted over the past twenty years (from 2005 to 2025 internationally and from 1384 to 1404 in Iran) meeting the required methodological criteria. Based on predefined inclusion and exclusion criteria, eligible studies selected and their data extracted for analysis. The Comprehensive Meta-Analysis (CMA) version 2 software and Hedges’ g index used to combine results and calculate effect sizes. The findings indicated that cognitive play therapy–based interventions have a significant effect on improving the working memory of students with learning disabilities. Specifically, the pooled effect size in the random-effects model reported to be in the moderate to large range, while the fixed-effects model also demonstrated a positive and statistically significant effect. Furthermore, the results of sensitivity analyses, publication bias assessments, and funnel plot inspections supported the stability and reliability of the findings. Overall, the results indicate that cognitive play therapy–based interventions significantly enhance working memory in students with learning disabilities. These findings suggest that cognitive play therapy is an effective, evidence-based approach in educational and cognitive rehabilitation settings

کلیدواژه‌ها [English]

  • Meta-Analysis
  • Cognitive Game-Based Therapy
  • Working Memory
  • Learning Disabilities

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