Volume 2, Issue 192 (7-2026)
J Except Educ 1405, __(192): 21-35 |
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omidvar F, moradi R. The Impact of Brain-Based Learning Strategies on Cognitive Load and Learning Enjoyment in Elementary School Students with Reading Disorder. J Except Educ 2026; 2 (192) :21-35
URL: http://exceptionaleducation.ir/article-1-2986-en.html
URL: http://exceptionaleducation.ir/article-1-2986-en.html
Abstract: (18 Views)
Background and Purpose: Reading disorder is one of the most common academic difficulties among elementary school students and directly affects their cognitive load and emotional learning experiences. The present study aimed to investigate the effect of brain-based learning strategy on cognitive load and learning enjoyment among elementary school students with learning disabilities in Arak.
Materials and Methods: This quasi-experimental study employed a pretest–posttest control group design. The study population consisted of all elementary school students with learning disabilities in Arak during the 2024–2025 academic year. The sample included 24 fourth-grade students with reading disorders who were selected through convenience sampling and randomly assigned to an experimental group (n = 12) and a control group (n = 12). The research instruments were the Cognitive Load Questionnaire developed by Paas (1994) and the Learning Enjoyment Questionnaire developed by Pekrun (2011). The experimental group received a brain-based learning intervention in nine sessions over five weeks, while the control group received conventional instruction. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The results showed significant differences between the experimental and control groups in cognitive load and learning enjoyment. Compared with the control group, the experimental group demonstrated significantly lower cognitive load and significantly higher learning enjoyment following the intervention.
Conclusion: Brain-based learning is an effective instructional approach for reducing cognitive load and enhancing learning enjoyment among elementary school students with reading disorders. Therefore, this strategy can be used by teachers and educational planners to improve the cognitive and emotional learning conditions of students with learning disabilities.
Materials and Methods: This quasi-experimental study employed a pretest–posttest control group design. The study population consisted of all elementary school students with learning disabilities in Arak during the 2024–2025 academic year. The sample included 24 fourth-grade students with reading disorders who were selected through convenience sampling and randomly assigned to an experimental group (n = 12) and a control group (n = 12). The research instruments were the Cognitive Load Questionnaire developed by Paas (1994) and the Learning Enjoyment Questionnaire developed by Pekrun (2011). The experimental group received a brain-based learning intervention in nine sessions over five weeks, while the control group received conventional instruction. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The results showed significant differences between the experimental and control groups in cognitive load and learning enjoyment. Compared with the control group, the experimental group demonstrated significantly lower cognitive load and significantly higher learning enjoyment following the intervention.
Conclusion: Brain-based learning is an effective instructional approach for reducing cognitive load and enhancing learning enjoyment among elementary school students with reading disorders. Therefore, this strategy can be used by teachers and educational planners to improve the cognitive and emotional learning conditions of students with learning disabilities.
Keywords: Brain-based learning strategy, Cognitive load, Elementary school students, Learning disabilities, Learning enjoyment, Reading disorder
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2026/Apr/Mon | Revised: 2026/Aug/Wed | Accepted: 2026/May/Tue | Published: 2026/Jul/Mon | ePublished: 2026/Jul/Mon
Received: 2026/Apr/Mon | Revised: 2026/Aug/Wed | Accepted: 2026/May/Tue | Published: 2026/Jul/Mon | ePublished: 2026/Jul/Mon
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