This study employed quantitative methods to evaluate the influence of adaptive learning technology on the cognitive flexibility of students with special needs. Participants were recruited from special education schools using a purposive selection strategy. The Wisconsin Card Sorting Test (WCST) was utilized as a tool to assess cognitive flexibility. The data was analyzed using descriptive statistics, paired-samples t-test, correlation analysis, and regression analyses. The findings demonstrated a notable enhancement in WCST scores after the intervention, suggesting that adaptive learning technologies have a beneficial effect on cognitive flexibility. Regression studies revealed that various types of adaptive learning technologies had varied levels of efficacy, with Tech A showing the most significant beneficial impact. Surprisingly, demographic factors such as age, gender, and educational attainment demonstrated little and statistically insignificant associations with alterations in cognitive flexibility levels. The findings emphasize the potential of adaptive learning technologies as effective therapies for improving cognitive flexibility in kids with special needs. It underscores the significance of evaluating specific characteristics and design principles to maximize their efficacy.

The present research endeavours to explore the efficacy of gamified pedagogy in the realm of early childhood education within the context of Jordan, while simultaneously examining its intricate relationship with parental engagement. The examination of data uncovers a discernibly elevated degree of student involvement in the realm of gamified education, thereby suggesting the effectiveness of employing gamified methodologies in captivating the attention and interest of youthful scholars. Moreover, the presence of a moderate degree of parental involvement implies the possibility of proactive parental participation in the scholastic odyssey. The empirical evidence consistently demonstrates a robust and affirmative association between parental involvement and student engagement, underscoring the crucial and influential position that parents occupy in augmenting student motivation and active involvement in gamified educational endeavors. The present study serves as a valuable contribution towards enhancing our comprehension of the intricate relationship between gamified education and parental involvement. Its findings hold significant implications for educators, policymakers, and parents alike, as they strive to maximize the effectiveness of early childhood education.

This study conducts a quantitative inquiry into how components of gamification and customization are being used in Saudi Arabia's educational system. In our investigation, we zero in on how these factors could contribute to skill development. This investigation uses a thorough and rigorous quantitative research approach to probe students' preferences for gamification components and their thoughts on customization. The findings highlight the amazing congruence between people's preference for gamification components like points and badges and the need for adaptation and feedback in optimizing the effectiveness of the educational process. Through careful component analysis, the current investigation successfully separates two distinct constructs: one highlights the importance of flexibility and responsiveness, while the other emphasizes the significance of pace and cultural appropriateness. The results of this research have important policy and practice implications for Saudi Arabia, where educational reforms are now underway. The goal of these changes is to boost academic performance by introducing student-specific, interactive gaming into the classroom.