الهه ورمزیار

The purpose of the present study was to investigate the effect of gamification of Persian alphabet education on the attention and learning of mentally retarded students in the academic preparation period. The statistical population of this research includes all students with intellectual disabilities in the preparatory stage of the ۱۴۰۱-۱۴۰۰ school year in Khoi city. The sample was selected as available, the current research is quantitative and its method is quasi-experimental, and in two groups, pre-test and post-test, ۱۵ people were randomly selected in each group. In this way, both groups were investigated in pre-test and post-test situations. The tool used in this research for the attention variable of the Toulouse-Piron accuracy test (۱۹۸۶) and for learning performance was a researcher-made questionnaire derived from theoretical foundations. that the Toulouse-Piron accuracy test (۱۹۸۶) was implemented in each group once in the pre-test and once in the post-test, and the learning performance questionnaire was implemented in the post-test stage in both groups. The implementation of this research by means of a ۶-step Persian alphabet training game developed by the researcher and the results obtained from this research prove that gamification has a positive effect on the learning performance and attention of mentally retarded students in the preparation period. As a result, it is better for administrators and teachers in schools for exceptional children to use games to improve the learning performance and attention of learners in part of the education of these children.