Employing Gamification in teaching home economics to improve mindfulness and the efficiency of cognitive representation of information among educable mentally retarded students

The current research aims to identify the effectiveness of employing Gamification in teaching home economics to improve mindfulness and the efficiency of cognitive representation of information among educable mentally retarded students of the fourth grade of primary school, The analytical descriptive approach and the quasi-experimental approach were used, and the experimental research sample consisted of (6) students while the control sample was (5) students. The research tools were prepared (the visual cognitive representation test, the Mindfulness note card) and the experimental treatment materials (Gamification software, teacher guide, pictorial activity brochure), The results of the research resulted in a statistically significant difference at the level (α ≤ 0.05) between the average grades of the experimental group and the control group in the two dimensional applications on the mindfulness note card and the cognitive representation test of information (as a whole) and at each of its components in favor of the experimental group. There is a positive significant correlation relationship between the improvement of the grades of the experimental group and the control group through the post application on the cognitive representation test of the information and the mindfulness observation card, and based on the results of the research it was recommended that the efforts of those with experience be combined in designing electronic educational guides for all courses in intellectual education schools to build an educational environment Recreational supportive of learning, including gamification that participate in stimulating mindfulness and formation of the cognitive structure of the course content.