چكيده لاتين
The present study aimed to investigate the effectiveness of the Ravisho educational game on working memory, auditory discrimination and identification, and written expression performance in students with specific learning disorders in written expression. The research employed a single-subject experimental design with an A-B-A structure. The population consisted of all students with specific learning disorders in written expression in Isfahan during the 1403-1404 academic year, from which six students were purposively selected through non-random sampling from two schools in District 4 of Isfahan. These six participants were assessed three times using the Wechsler Working Memory Subtest, the Wepman Test of Auditory Discrimination, and a researcher-made checklist of written expression problems. Following the third assessment, participants received eight 60-minute sessions of the Ravisho educational game, conducted twice per week. During the intervention, assessments were also conducted during the second, fourth, sixth, and eighth sessions, and post-intervention, participants were evaluated twice again during the follow-up phase. Subsequently, the collected data were analyzed using visual analysis and statistical indices, including percentage of overlapping and non-overlapping data, effect size, improvement rate, and the Reliable Change Index (RCI) through SPSS and Excel software. The findings indicated that the Ravisho educational game significantly improved working memory, auditory discrimination and identification, and written expression performance, including its subcomponents: description, diary writing, summarization, storytelling, and letter writing. It can therefore be concluded that the Ravisho educational game, through narrative-based activities, interaction with images, and story construction, enhances students’ ability to accurately represent information, organize text, and convey concepts, thereby facilitating the writing learning process in an engaging and effective manner.
