Document Type : Original Article
Researchers
1 Education Organization
2 **Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran**
3 **Department of Exceptional Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran**
Ministerial Ethics Committee
The present study aims to examine the effect of gamification on the visual–spatial perception of educable students with intellectual disabilities at the preparatory level. The components examined include eye–hand coordination, figure–ground perception, form constancy, perception of position in space, and perception of spatial relations. Given the essential role of visual perception in learning and cognitive development of these students, the use of innovative instructional approaches such as gamification may contribute to improving their perceptual performance.The research approach is quantitative, and the research method is quasi-experimental. The statistical population of the study consists of educable students with intellectual disabilities who were referred for enrollment in special schools in the city of Tehran during the 2025 academic year. The research sample includes 14 students who are selected through purposive convenience sampling. The research intervention is designed based on gamification activities and will be implemented through specified instructional sessions. Data will be collected using the Frostig Visual Perception Test. For data analysis, the SPSS software will be used, and analyses will be conducted at both descriptive (mean and standard deviation) and inferential (analysis of covariance) statistical levels.