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

Soleimani, Esmaeil; Chitsaz, Mahdi

doi:10.30473/etl.2026.76841.4561

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

Document Type : Research

Authors

Esmaeil Soleimani ¹
Mahdi Chitsaz ²

¹ Associate Professor in Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.

² Ph.D. Student in Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.

10.30473/etl.2026.76841.4561

Abstract

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 were selected and their data extracted for analysis. The Comprehensive Meta-Analysis (CMA) version 2 software and Hedges’ g index were 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 was 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, 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.

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