Iranian Journal of Educational Sociology 2645-3460 In Press 2026 09 01 The Effectiveness of Game-Based Executive Function Training on Cognitive Control and Information Processing in Students with Learning Disabilities The Effectiveness of Game-Based Executive Function Training on Cognitive Control and Information Processing in Students with Learning Disabilities 1 11 10.61838/v6jjkt89 EN Journal Article 2026 02 01 <p><strong>Purpose:</strong> The objective of this study was to investigate the effectiveness of game-based executive function training on improving cognitive control and information processing among elementary school students with learning disabilities.</p> <p><strong>Methods and Materials: </strong>This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all elementary school students diagnosed with learning disabilities who attended a Comprehensive Assessment, Education, Rehabilitation, and Early Developmental-Educational Intervention Center affiliated with the Exceptional Education Organization in Zahedan during the 2026–2027 academic year. A total of 30 students were selected through purposive sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group participated in a game-based executive function training program, while the control group received no intervention. Data were collected using the Cognitive Control and Flexibility Questionnaire developed by Dennis and Vander Wal (2010) and the Information Processing Index derived from the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV). Data were analyzed using one-way analysis of covariance (ANCOVA).</p> <p><strong>Findings: </strong>After controlling for pretest scores, the results of ANCOVA revealed a statistically significant difference between the experimental and control groups in cognitive control at posttest (p &lt; .05), indicating that game-based executive function training significantly enhanced cognitive control among students with learning disabilities. Furthermore, a significant difference was observed between the two groups in information processing performance (p &lt; .05).</p> <p><strong>Conclusion: </strong>The findings suggest that game-based executive function training is an effective intervention for enhancing cognitive control and information processing in students with learning disabilities. By engaging children in structured cognitive activities through play, this approach may strengthen executive functioning skills and facilitate more efficient processing of information.</p> https://qijes.com/index.php/ijes/article/download/1497/1502