**Acknowledgements**

behaviour control and attentional processes, with positive results [50, 51, 55, 56]. They have also found positive effects on motivation, self‐concept, self‐efficacy and, in general, academic achievement in students of varying ages with and without learning disabilities. One study [57] analysed the effect of instruction based on multiple intelligences in a sample of fourth year students and found improvements in academic achievement and school self‐concept.

Taken together, these studies provide empirical evidence supporting the use of a perspective based on multiple intelligences in evaluation of, and intervention in, learning disabilities, although they also indicate the need for additional research in this field. Accordingly, and aware of what new technologies and digital tools have been shown to offer to these processes, the principal use proposed here is to combine both perspectives (digital systems and multiple intelligences) in tools which allow identification and intervention in cases of learning disability. Therefore, by incorporating these perspectives with the results of previous research, we have developed a digital tool which combines a series of educational video games based on

Having developed the tool, our current objective is the analysis of its use as a complement in evaluation of and intervention in students with learning disabilities. More specifically, current research is aimed at two fundamental aspects: firstly, at the delimitation of students' profiles of intelligences, which will provide information on key points and highlight skill areas; and secondly, at the study of effects of the Boogies Academy software on levels of attention, motivation and anxiety in a sample of 80 students with learning disabilities aged 6–12. To do this, pre‐test and post‐test evaluations will be done, and a control group will receive intervention with the tool once the study is complete. The hope is that this intervention will produce positive results in the experimental group, specifically increased levels of attention, increased

motivation to learn, and reduction of anxiety when compared to the control group.

Although Boogies Academy is a newly created tool, it is hoped future research will produce positive results regarding its use as a complementary method of evaluation and intervention in school‐aged children. In terms of future perspectives, there is a plan to create a new tool for use by older children, and to use the current tool in other populations with different problems, such as ADHD. This research will allow us to have a more accurate understanding of the potential of these digital tools, based on multiple intelligences, in different age groups and populations. Based on the studies that are being conducted using the new tool, it is expected that Boogies Academy will be a reliable and valid assessment measure of multiple intelligence components, whose factorial structure fits the multiple intelligences model previously described. This type of evaluation seeks to go beyond traditional intelligence tests, providing a more comprehensive view of an individual's intelligence, skills, strengths and weaknesses. We expect that the different tests that comprise the Boogies Academy tool will show good reliability and validity, as well as significant correlations with other standardised intelligence tests. On the other hand, it is also expected that this new tool will have an important impact on current intervention practices, by giving some clues on how to design and implement intervention programmes adjusted to individuals' intelligence profiles. The main objective in this sense is to design a tool that offers a tailored training itinerary, based on the analysis of intelligence profiles. For this purpose, Boogies Academy is intended to take advantage of an

the postulates of the Theory of Multiple Intelligences: Boogies Academy.

92 Learning Disabilities - An International Perspective

This work is supported by the Spanish Ministry of Education, Culture and Sports through the National Program FPU (Ref. FPU15/01525) and the Council of Economy and Employment of the Princedom of Asturias (Spain) (Ref. GRUPIN 14‐053).
