بررسی تأثیر مداخله آموزشی مبتنی بر بازی‌های آبی بر عملکرد نوشتاری دانش‌آموزان نارسانویس دورة اوّل ابتدائی

By transforming writing activities into engaging and captivating ones, we can enhance the quality of students’ writing (Maleki, Naderi, Saif Naraghi, et al 2019). Water and a few inexpensive tools can provide a rich sensory and learning experience (Gross, 2012). This study investigates the effectiveness of water-based games on the performance of First Section Primary Education male students with dysgraphia, based on a Structured educational intervention. Students who struggle with writing often experience a decline in self-esteem, which, if left unaddressed, can have long-term negative effects on their academic performance and even lead to dropping out. These consequences can have harmful impacts on the individual, their family, and society as a whole (Seif Naraghi & Naderi, 2018). Writing requires mental, perceptual, and motor skills (Akyol & Kodan, 2016). Such disorders are characterized by age-related deficiencies in the quality or speed of achieving legible handwriting (Gargot, Asselborn, Zammouri, et al, 2021). The main factors contributing to poor writing and spelling problems include a lack of attention and accuracy, underdeveloped motor skills, difficulty perceiving letters and words, weaknesses in visual and auditory memory, challenges in transferring information between sensory channels, and the abstract nature of written content (Seif Naraghi & Naderi, 2018).
Water play is a fundamental aspect of early childhood education that promotes sensory and spatial awareness and physical competence (Cline & Smith, 2016) Homemade water toys can be as enjoyable as store-bought ones (Gross, 2012). It can involve different resources such as sand, ice, soap, or paint, allowing children to explore textures and temperatures and learn about the properties of water. Adding elements such as waves or moving toys enhances the senses of hearing and sight (Barber, 2006; Fanaei Nemat Sara, 2023). Water play can also support cognitive development and academic growth in various subjects (Gross, 2012).
 Gross (1946), suggests that water activities can be easily implemented in familiar environments such as home or school, where instructors can control the conditions and design the activities more precisely. In this study, we use a systematic protocol to integrate various methods and techniques of learning and teaching with water-based educational games, which can be applied in different water spaces such as tubs, glasses, water containers, and water trays. The benefits of playing with water are presented in Table 1.
Specifically, we attempt to answer two basic questions. First, does play water have a significant effect on the writing abilities of boys with dysgraphia or not? Second, does the water game affect certain aspects of writing performance? 
This study used a pre-test and post-test approach with a control group to examine the effects of a water-based game intervention on first-grade male students with special learning disabilities. We selected a sample of 30 dysgraphic students from the target population and randomly divided them into an experimental group and a control group, each consisting of 15 students. The experimental group participated in 15 sessions of the water-based game intervention (Including 5 targeted games), with three sessions per week.
By ensuring that parents were well-informed and involved in the process, we obtained their consent for the study. The inclusion and exclusion criteria were carefully established to ensure that the participants met the research requirements. This approach allowed us to gather reliable data and maintain the integrity of the study.
In this study, we used SPSS 27 software to analyze the data and various statistical techniques, including descriptive and inferential statistics. Overall, with a comprehensive analysis of the data, the absence of outliers, and confirmation of normality, the reliability of the findings increased.
We used the WICS-1V test to evaluate the standard of intelligence of students in the sample group. The dysgraphia diagnostic test was created by Yaghoobi, Afzali, and Palangi in 2017 to identify dysgraphia in students with learning difficulties. It was standardized on 332 students in grades 1–3 in the Hamadan province. The test showed a high level of reliability, with a Cronbach’s alpha of 92%. It includes components such as fine motor skills, auditory memory, auditory fluency, visual memory, visual fluency, and language comprehension. The test demonstrates construct validity and can be used for students with poor writing skills (Yaghoobi, Afzali & Palangi, 2017). In our study, the test mentioned earlier was used as a pre-test and post-test.
To examine the first research question, univariate covariance analysis was used, the results of which are presented in Table 3. The results in Table 3 show that the effect of the pre-test was significant, and its selection as a covariate variable was effective. The effect of the group was also significant (p<0.01, F = 67/14), which means that playing with water had a significant effect on the writing performance of male students with dysgraphia in the first elementary course, and according to the Eta square, this effect was 71%.
To investigate the second research question, multivariate covariance analysis was used, the results of which are presented in Table 4. To check the significance of the difference in the average of the components of dysgraphia, Wilks’s lambda multivariate statistic was investigated. The results of this test are shown in Table 5. Playing with water significantly affects fine motor skills, listening memory, visual memory, and visual discrimination in dyslexic male students, as shown by covariance analysis. However, it did not significantly affect auditory discrimination or receptive language.
Water play gives children unique opportunities to learn various skills (Fanaei Nemat Sara Z., 2023; Gross, 1946). This approach aligns with teaching methods used for children, such as multiple sensory and perceptual-motor methods (Siadatian, Abedi, Sadeghian, et al, 2015). As it improves hand-eye coordination and other perceptual-motor skills such as body perception, balance, orientation, spatial orientation, and eye tracking (Gross, 1946). Water play also integrates sensory dimensions, such as visual, auditory, movement, touch, and balance, which can strengthen reading, dictation, and writing skills. Overall, engaging in water play has a noteworthy and beneficial influence on writing performance and its various components. Therefore, it is recommended to incorporate this approach into educational and therapeutic settings.