Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 0-0 |
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Nikbin N, Ghasemi S A, AsghariNekah S M, Malakooti F. (2025). The Effectiveness of Technology-Based Cognitive Interventions on Improving Executive Functions and Reading Skills of Dyslexic Students: A Systematic Review of Iranian Research. IJER. 4(4),
URL: http://ijer.hormozgan.ac.ir/article-1-419-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-419-en.html
1- M.A. Student in Educational Psychology, Department of Psychology, University of Birjand, Birjand, Iran
2- PhD student in Educational Psychology, Department of Counseling and Educational Psychology, Faculty of Education and psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3- Professor of Psychology & Education of Exceptional Children, Department of Counseling and Educational Psychology, Faculty of Education and psychology, Ferdowsi University of Mashhad, Mashhad, Iran ,Asghari-n@um.ac.ir
4- M.A. Student in Educational Psychology, Department of Psychology, University of Birjand, Birjand, Iran
2- PhD student in Educational Psychology, Department of Counseling and Educational Psychology, Faculty of Education and psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3- Professor of Psychology & Education of Exceptional Children, Department of Counseling and Educational Psychology, Faculty of Education and psychology, Ferdowsi University of Mashhad, Mashhad, Iran ,
4- M.A. Student in Educational Psychology, Department of Psychology, University of Birjand, Birjand, Iran
Abstract: (33 Views)
Objective: The aim of the present study was to investigate the effectiveness of technology-based cognitive interventions on improving the executive functions and reading skills of dyslexic students.
Methods: The research method was a systematic review. Persian studies conducted in the last 5 years in the SID, Magiran, Google Scholar, Ensani, and Civilica databases were reviewed. After applying the inclusion and exclusion criteria according to the PRISMA model, 41 valid articles were reviewed from 189 searched studies.
Results: The research findings were categorized into five categories: "computer-based software," "neurofeedback intervention," "Transcranial Direct Current Stimulation (tDCS)," "mobile phone-based interventions," and "augmented reality intervention." The most interventions conducted were related to computer-based software (29 studies), followed by neurofeedback intervention with 8 studies, Transcranial Direct Current Stimulation (tDCS) with 4 studies, mobile phone-based interventions with 2 studies, and augmented reality interventions with 1 study.
Conclusions: The results of the study, while explaining the functions of each of the above effective interventions, emphasize the importance of combining these interventions and determining their effectiveness simultaneously in the form of a single intervention program.
Methods: The research method was a systematic review. Persian studies conducted in the last 5 years in the SID, Magiran, Google Scholar, Ensani, and Civilica databases were reviewed. After applying the inclusion and exclusion criteria according to the PRISMA model, 41 valid articles were reviewed from 189 searched studies.
Results: The research findings were categorized into five categories: "computer-based software," "neurofeedback intervention," "Transcranial Direct Current Stimulation (tDCS)," "mobile phone-based interventions," and "augmented reality intervention." The most interventions conducted were related to computer-based software (29 studies), followed by neurofeedback intervention with 8 studies, Transcranial Direct Current Stimulation (tDCS) with 4 studies, mobile phone-based interventions with 2 studies, and augmented reality interventions with 1 study.
Conclusions: The results of the study, while explaining the functions of each of the above effective interventions, emphasize the importance of combining these interventions and determining their effectiveness simultaneously in the form of a single intervention program.
Type of Study: Review |
Subject:
Educational Psychology
Received: 2025/07/12 | Accepted: 2025/09/6 | Published: 2025/12/1
Received: 2025/07/12 | Accepted: 2025/09/6 | Published: 2025/12/1
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