Effects of a Computer-Based Cognitive Learning Program on Visual Perception in Children With Mild Intellectual Disability and Borderline Intellectual Functioning

Key Points

• This research aims to analyze the effects of a computer-based cognitive learning program on enhancing visual perception in children with mild intellectual disabilities and borderline intellectual functioning.
• Applied a pre-post repeated measures design with a total of 20 children (12 with mild intellectual disabilities and 8 with borderline intellectual functioning).
• Conducted 18 sessions over 2 months, focusing on visual perception training tasks for 40 minutes each session.
• Utilized mixed-design ANOVA, paired t-tests, and multiple regression analyses to evaluate changes pre-and post-intervention and the impact of IQ on visual perception functions.
• Both groups showed statistically significant improvements in overall visual perception scores post-intervention.
• Significant enhancements were observed in visual short-term memory, visual completion, spatial relations, and eye-hand coordination, while foreground-background and depth perception showed no significant changes.
• Multiple regression analysis indicated that pre-intervention visual perception levels and IQ significantly predicted post-intervention visual perception outcomes.