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

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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.

Analyzes visual perception improvement in children with mild intellectual disability, indicating digital training's potential benefits.

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Lee et al. (2026) studied this question.

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