Design and implementation of an educational game considering issues for visually impaired people inclusion

Neto, Luiz Valério; Fontoura, Paulo Henrique; Bordini, Rogério Augusto; Otsuka, Joice Lee; Beder, Delano Medeiros

doi:10.1186/s40561-019-0103-4

Cited by 15 publications

(10 citation statements)

References 11 publications

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“…Ten studies included learners with hearing impairments, mostly with cochlear implants while two studies involved learners with deafness (Tobar-Munoz et al, 2014 ; Bouzid et al, 2016 ). Eight studies involved learners with visual impairment (Sepchat et al, 2006 ; RuŽičková and Hordějčuková, 2015 ; Ciman et al, 2018 ; De Biase et al, 2018 ; Matas et al, 2019 ; Neto L. et al, 2019 ; Neto L. V. et al, 2019 ; Sari et al, 2019 ; Neto et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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“…O jogo educacional Em Busca do Santo Grau foi reportado em duas publicações dos mesmos autores durante o processo de buscas dessa revisão (Neto et al, 2020;Neto et al, 2019). Os quais problematizam o fato de maior parte dos jogos digitais não possuírem acessibilidade adequada que possibilite o uso por pessoas com deficiência visual (DV).…”

Section: Resultsunclassified

Tendências em Jogos Digitais sobre Educação Especial: Uma Revisão da Literatura Internacional

Oliveira

Pedrosa

Torres

2022

Br. J. Ed., Tech. Soc.

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É consenso que os jogos digitais extrapolam os limites do entretenimento, mostrando-se como potentes instrumentos para o ensino e aprendizagem nos diversos campos de conhecimento. No que se refere a Educação Especial, muitas lacunas são evidenciadas desde que o discurso da Inclusão Escolar passou a ser disseminado na realidade das escolas comuns, lacunas essas que possibilitam a inserção dos jogos digitais como aliados para ampliar as possibilidades de alcance de um contexto verdadeiramente inclusivo nas instituições de ensino e na sociedade como um todo. Nesse contexto, esse trabalho teve como objetivo realizar uma revisão sistemática da literatura para traçar um panorama dos artigos científicos que apresentam jogos sérios os quais tratam de questões relativas à Educação Especial e seu público. O propósito foi compreender as abordagens que têm sido utilizadas acerca dos jogos sérios para o campo da Educação Especial de modo a conhecer as possíveis contribuições desses jogos para o público de estudantes com deficiências. O Portal de Periódicos Capes foi a fonte de dados utilizada e, após o processo de buscas e seleção, foram analisados 16 artigos científicos que contemplavam os critérios estabelecidos. Os resultados reportam jogos cujo enfoque se fundamenta nas especificidades advindas da condição de deficiências, além de evidenciar a importância do trabalho entre especialistas de jogos e da Educação Especial e a participação ativa dos usuários alvo durante o planejamento e construção dos jogos. O campo da Educação Especial mostra-se promissor e fértil para o desenvolvimento de jogos digitais e espera-se que essa revisão indique caminhos para viabilizar o desenvolvimento de jogos considerando as demandas que esse campo de conhecimento apresenta.

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“…Implementation of mobile learning can utilize educational games to facilitate material understanding, increase student thinking power, and increase student interest in learning. Many studies have developed various educational games based on Android, such as for learning English [26], chemistry [27], mathematics [28], computer science [29], coding skills [30], and pharmacy [31], even for inclusive students with visual impairments [32]. More specifically, the use of android-based games is very considerable in learning physics because most students perceive that learning physics is boring and not fun [2], which will be developed in this study.…”

Section: Android-based Mobile Learningmentioning

confidence: 99%

Adventuring Physics: Integration of Adventure Game and Augmented Reality Based on Android in Physics Learning

Rizki

Saphira

Alfarizy

et al. 2023

Int. J. Interact. Mob. Technol.

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One of the difficulties in physics learning is the low motivation to learn because physics materials are considered complex, boring, and abstract for students. Therefore, this research developed an Augmented Reality (AR)-integrated game application "Adventuring Physics" based on android that can create more fun physics learning and provide concept visualization on abstract materials so that they become easier for students to understand. This study aims to develop a valid and practical application of Adventuring Physics games on physics learning. This research uses Research and Development (R&D) design to develop the application. This application has two main features: 'play games' and 'augmented reality'. Furthermore, the game's concept in this application is adapted to the physics materials. Meanwhile, the AR feature in this application can create visualizations in the form of 3D image projections of the material. The results of the validity assessment show that this application is declared valid, feasible, and reliable. In addition, the results of the practicality assessment show that this application is very practical. Thus, the app is worth applying in physics learning. This research has implications as an application of Adventuring Physics that can motivate students to learn physics, apply digital technology in education, and apply it to physics learning.

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Design and implementation of an educational game considering issues for visually impaired people inclusion

Cited by 15 publications

References 11 publications

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Tendências em Jogos Digitais sobre Educação Especial: Uma Revisão da Literatura Internacional

Adventuring Physics: Integration of Adventure Game and Augmented Reality Based on Android in Physics Learning

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