Design of Mobile Game-Based Learning Application for Children with Dyslexia

Bigueras, Rosemarie T.

doi:10.30534/ijatcse/2020/4991.32020

Cited by 4 publications

(4 citation statements)

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“…Challenges should be provided at the right level and match with the skills gained by the dyslexics, and must also adequate. As many suggested that games should have different difficulty levels [43,44,46,49,[54][55]57,[61][62][63], there are possibilities to apply appropriate challenges to different levels. In term of competition, both previous works [55,64] agreed that the dyslexic game needs no companion.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Providing feedback is necessary [52,[54][55][56]61,62,64] since the game is meant for educating the dyslexics. There are several studies agreed on instant or immediate feedback [55,61] while the other suggested that feedback should be given when the game ends [54].…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Comfort colors are more friendly to children; colors such as black, grey and crème are suggested as appropriate to be used in text and background. There are several other criteria being reported in the literature, i.e., the game must have clear goal [60,62,64]; must have continuity or progression [49,52,55]; touch-based [42,50,55] and multiple or limitless attempt [46,54,56,64]. • Child friendly color (unique to induce positive emotion) and shape (round) • Unique unisex character that link to linguistic character and support clear distinction.…”

Section: Findings and Discussionmentioning

confidence: 99%

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Criteria for the Dyslexic Games: A Systematic Literature Review

Bakar

ChePa²,

Sie-Yi³

2023

HumEnTech

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The advancement of technology has witnessed the increasing use of game-based intervention and it is proven beneficial for people with specific learning disorder such as Dyslexia. Initially developed for entertainment, a game is generally considered a tool with the key features of challenge, motivation, and rewards which add more fun and excitement to Dyslexia teaching and learning. Many game applications have been developed in the area; each incorporates several criteria to meet the specific needs of the dyslexics. To date, these criteria are still dispersed in numerous publications, leading to the duplication of basic games that have previously been developed by others. This study aimed to identify the dispersed criteria by adopting PRISMA approach in the systematic literature review, and analyze them to formulate a comprehensive guideline for future design and development of the dyslexic games. Five main databases were chosen which are Scopus, ACM Digital Library, EBSCO-host, Wiley and Web of Science (WOS). Out of 551 articles that have been screened, only 50 articles were eligible to be analyzed based on the relevancy to the criteria, and only 23 articles were included in the study after further screening. A total of 135 criteria were identified with some redundancies, and were further classified into four categories: device and platform; features; interface and gameplay. These criteria can be utilized by the educational game developers as reference when designing the dyslexic games. A better dyslexic-friendly games could be produced when the developers design it with their special learning needs in mind.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Criteria for the Dyslexic Games: A Systematic Literature Review

Bakar

ChePa²,

Sie-Yi³

2023

HumEnTech

View full text Add to dashboard Cite

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“…Furthermore, teachers must have the skills and competencies to be productive in their work as technology used in education becomes more accessible (Koh et al, 2021). Furthermore, game-based instruction is a popular approach to learning that can improve the learning mechanisms of various types of learners (Bigueras, 2020). Because of the transition that occurred in the student's lives and the two years they were confined inside the home, utilizing game-based in their learning is a great help in adjusting their pace of learning because the incorporation of technology in their learning is better so they will understand the concept and lesson using game-based approach because this has been their support in the virtual world of learning and teaching amidst the pandemic.…”

Section: Theme 1: Innovative Approach To Students Learning Experiencementioning

confidence: 99%

Integrating game-based approach in students learning experiences in physical education: A phenomenological study

Culajara

2022

Edu Sportivo: Indonesian j. of Physical Education

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In the transition to the delivery of instruction, game-based learning in physical education is the key to filling the instructional gap by giving each student the freedom to develop their skills in the 21st century. This study employed a qualitative research design using a phenomenological approach to acquire an in-depth understanding of students' learning experiences through game-based learning in Physical Education. Participants were chosen through purposive sampling which was participated by 7 students from the Grade 10 level in one of the secondary public schools in the Philippines. Codes and themes were transcribed in the study. Based on the research results, three themes emerged: innovative approach, the functionality of the application, and student engagement and authentic learning experience. Physical education teachers have become innovative and creative in how to deliver instruction, especially in the areas of cognitive and skills acquisition using a game-based approach. This is done to help all students to be creative and adapt to the modern learning environment. This application was practical, usable and accessible for every student both inside and outside of the classroom with offline and online features. This study will equip Physical Education teachers with clarity and a road map to the modern world. This will also provide the required support for students to shift away from traditional classroom learning and become more innovative by producing mobile apps that provide students with games and the freedom to absorb the lesson through a game-based approach.

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