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

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.