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

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.