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Effects of a Game-Based Number Sense Intervention: A Single-Case Experimental Design Study With Students With Learning Disabilities

Year: 2026

Type: article

Abstract: This study examined the effectiveness of game-based activities in promoting number sense acquisition among middle school students with learning disabilities. A single-case experimental design was employed with three students, following a pilot implementation. The intervention consisted of structured board game-based instructional sessions designed to support number sense development. Effectiveness was evaluated through visual analysis and Tau-U effect size calculations. Findings indicated that all participants acquired number sense skills within a limited number of instructional sessions and followed up and generalized these skills during the follow-up and generalization phases. Tau-U analyses revealed large effect sizes across baseline–intervention, baseline–follow-up, and baseline–generalization comparisons. Social validity data obtained through semi-structured interviews with teachers and parents demonstrated that the intervention was perceived as effective, enjoyable, and worthy of further expansion. The results suggest that game-based interventions may serve as an effective and evidence-informed approach for supporting number sense acquisition in students with learning disabilities. Implications for practice and future research are discussed.

Source: Learning Disability Quarterly

DOI: 10.1177/07319487261479343

Authors: Mustafa Ceylan, İremsu Çevik

Institution: Artvin Coruh University

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDGs: Quality education, Good health and well-being

Open Access status: bronze

Funder: Türkiye Bilimsel ve Teknolojik Araştırma Kurumu