Vol. 14 No. 86 (2025): Continuous Edition (February – December 2025)
Articles

Boosting math skills: The impact of game-based instruction on problem-solving in students with learning disabilities

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  • Malik M. Alrefaei
Malik M. Alrefaei
Taif University, Saudi Arabia.
Author Biography

Associate professor of Special Education, Taif University, Saudi Arabia.

DOI: https://doi.org/10.34069/AI/2025.86.02.4

Published 2025-02-28

Keywords

  • game –based instruction, learning math concept, problem-solving, students with learning disa-bilities.

How to Cite

Alrefaei, M. M. (2025). Boosting math skills: The impact of game-based instruction on problem-solving in students with learning disabilities. Amazonia Investiga, 14(86), 41–50. https://doi.org/10.34069/AI/2025.86.02.4

Copyright (c) 2025 Malik M. Alrefaei

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study investigated the effect of game-based instruction on the learning of mathematical concepts and problem-solving skills in students with learning disabilities. The participants were 60 fourth-grade students identified with mathematical disabilities, divided into experimental (n=30) and control (n=30) groups. A semi-experimental pretest-posttest design with a control group was used. The experimental group received a 25-session intervention using game-based instruction. The results, analyzed using the paired-samples t-test, showed that the experimental group obtained significantly higher scores in the learning of mathematical concepts and problem-solving skills compared to the control group. This suggests that game-based instruction is an effective strategy for improving mathematical learning outcomes in students with learning disa-bilities.

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