Author: Sean Krivitsky, Class of 2026

Figure 1. Image of letter tiles spelling out “Learning Disability”

According to The Treetop ABA Therapy, approximately 1 in 7 individuals worldwide possess a learning disability and it is important to acknowledge and address these learning differences to facilitate their learning and development (1). Recently, video games have become far more prevalent worldwide, and a series of research examining the impacts these games have on children has followed suit. However, few have properly investigated their significance for individuals with learning disabilities specifically. Research led by Dr. Abdullah Ahmed Almulla of King Faisal University (2) sought to investigate the ability of video games with a non-linear storytelling approach to influence cognitive development in students with learning disabilities, focusing on students in Saudi Arabia.

To understand the impact of non-linear storytelling and video game characteristics, frequency and duration of play, and gender differences of players, various cognitive tests were performed to assess the cognitive growth of the 350 students tested during the study. Specifically, memory, attention, and problem-solving skills were tracked using the Wechsler Memory Scale, Conners’ Continuous Performance Test, and Tower of London Test. Surveys and questionnaires were also used to collect data regarding the students’ cognitive development.

With this data, the research supported previous studies and demonstrated a correlation between engagement in video games and students’ cognitive development, revealing that notable improvements in cognitive functions are induced by regular engagement with both role-playing and action video games with non-linear storytelling structures. These specific video game genres showed the greatest improvement in the memory, attention, and problem-solving skills of students with learning disabilities, which can be attributed to their emphasis on strategy, recall, and decision-making skills. Furthermore, female students exhibited greater performance in memory, focus, and problem-solving tasks, supporting the idea that gender also influences the benefits of gaming. However, a longer duration of engagement in video games correlated with a reduction in cognitive capacity.

Ultimately, this groundbreaking study establishes a non-Western perspective on video games as a promising tool for enhancing the learning and cognitive abilities of students with learning disabilities. However, it is important to consider that video games are only effective learning tools when used in moderation. Thus, Dr. Almulla’s work provides a detailed description of the optimal aspects of video games and their corresponding implications for different students with learning disabilities that can be used by future researchers and educators to develop an optimal method of supporting student academic growth.

Works Cited:

[1]60 learning disabilities statistics & prevalence. The Treetop ABA Therapy. (n.d.). https://www.thetreetop.com/statistics/learning-disabilities-statistics#:~:text=Approximately%2015%25%20of%20the%20global,individuals%2C%20have%20a%20learning%20disability.

[2] Abdullah Ahmed Almulla, Saleem, A., Samer Adnan Abdel-Hadi, & Hani Yousef Jarrah. (2024). Influence of Non-linear Storytelling in Video Games on Cognitive Development among Students with Learning Disabilities. International Journal of Learning, Teaching and Educational Research/International Journal of Learning, Teaching and Educational Research, 23(1), 84–97. https://doi.org/10.26803/ijlter.23.1.5

[3] Image retrieved from: https://commons.wikimedia.org/wiki/File:Learning_disability.jpg