بررسی اثربخشی بازی‌های شناختی بر هیجان‌های تحصیلی دانش‌آموزان دچار اختلال نارسانویسی و نارساخوانی

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Ghamari Givi, H., Narimani, M., & Mahmoodi, H. (2012). The effectiveness of cognition-promoting software on executive functions, response inhibition and working memory of children with dyslexia and attention deficit/ hyperactivity. Journal of Learning Disabilities, 1(2), 98-115. https://jld.uma.ac.ir/article_99.html?lang=en

Hakimi Farimani, M., Hamidi, F., & Akbari Amarghan, H. (2022). The effectiveness of educational games based on social-emotional learning on self-regulation, responsibility and emotional knowledge in preschool children. Iranian Journal of Rehabilitation Research in Nursing, 8(4), 28-38. http://dx.doi.org/https://doi.org/10.22034/IJRN.8.4.28

Hasanvand, M., & Arjmandnia, A. A. (2019). The effect of cognitive games on cognitive flexibility in children with mathematical disorders. Shenakht Journal of Psychology and Psychiatry, 6(2), 134-148. http://dx.doi.org/10.29252/shenakht.6.2.134

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Heppner, C., McCloskey, M., & Rapp, B. (2017). Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia. Cognitive Neuropsychology, 34(3-4), 119-143. https://doi.org/10.1080/02643294.2017.1375904

Kakojoibari, A., Amini, F., & Aliakbari Dehkordi, M. (2018). The effectiveness of working memory training on attention functions of students with dyslexia learning disabilities. Social Cognition, 7(1), 75-90. https://sc.journals.pnu.ac.ir/article_4846.html?lang=en

Khazanov, G. K., Xu, C., Hollon, S. D., DeRubeis, R. J., & Thase, M. E. (2021). Adding cognitive therapy to antidepressant medications decreases suicidal ideation. Journal of Affective Disorders, 281, 183-191. https://doi.org/10.1016/j.jad.2020.12.032

Kuhn, S., Gallinat, J., & Mascherek, A. (2019). Effects of computer gaming on cognition, brain structure, and function: a critical reflection on existing literature. Dialogues in Clinical Neuroscience, 21(3), 319-330. https://doi.org/10.31887/DCNS.2019.21.3/skuehn

Meilleur, A., Foster, N. E. V., Coll, S., Brambati, S. M., & Hyde, K. L. (2020). Unisensory and multisensory temporal processing in autism and dyslexia: A systematic review and meta-analysis. Neuroscience & Biobehavioral Reviews, 116, 44-63. https://doi.org/10.1016/j.neubiorev.2020.06.013

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Phirom, K., Kamnardsiri, T., & Sungkarat, S. (2020). Beneficial effects of interactive physical-cognitive game-based training on fall risk and cognitive performance of older adults. International Journal of Environmental Research and Public Health, 17(6079), 1-12. http://dx.doi.org/10.3390/ijerph17176079

Rajabiyan Dehzireh, M., Dortaj, F., Pourroostaei, S., & Esmaeeli, S. (2019). The effect of the use instructional computer games on cognitive emotion regulation and students' mindfulness. Technology of Education Journal, 13(3), 521-535. https://doi.org/10.22061/jte.2018.3561.1896

Reindl, M., Tulis, M., & Dresel, M. (2018). Associations between friends, academic emotions and achievement: Individual differences in enjoyment and boredom. Learning and Individual Differences, 62, 164-173. https://doi.org/10.1016/j.lindif.2018.01.017

Rentzios, C., Kamtsios, S., & Karagiannopoulou, E. (2019). The mediating role of implicit and explicit emotion regulation in the relationship between academic emotions and approaches to learning: Do defense styles matter? The Journal of Nervous Mental Disease, 207(8), 683-692. http://dx.doi.org/10.1097/NMD.0000000000001027

Ruan, Y., Maurer, U., & McBride, C. (2024). Effectiveness of reading interventions on literacy skills for Chinese children with and without dyslexia: A meta analysis of randomized controlled trials. Educational Psychology Review, 36(80), 1-40. http://dx.doi.org/10.1007/s10648-024-09915-9

Sainio, P. J., Eklund, K. M., Ahonen, T. P. S., & Kiuru, N. H. (2019). The role of learning difficulties in adolescents’ academic emotions and academic achievement. Journal of Learning Disabilities, 52(4), 287-298. https://doi.org/10.1177/0022219419841567

Sepanta, M., Abedi, A., Yarmohammadian, A., Ghamrani, A., & Faramarzi, S. (2019). The effect of Fredrickson's positive emotion training program on emotion regulation of students with dyslexia. Journal of Child Mental Health, 5(4), 94-109. https://childmentalhealth.ir/article-1-607-en.html

Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(22), 1-33. http://dx.doi.org/10.1186/s41239-017-0062-1