Development and Evaluation of Intelligent Serious Games for Children With Learning Difficulties: Observational Study

Abstract

Background Positive results can be obtained through game-based learning, but children with physical disabilities have fewer opportunities to participate in enjoyable physical activity. Because intelligent serious games can provide personalized learning opportunities, motivate the learner, teach 21st-century skills, and provide an environment for authentic and relevant assessment, they may be used to help children and adolescents with different kinds of learning disabilities to develop social and cognitive competences. Objective The aim of the study was to produce and evaluate a suite of intelligent serious games based on accessible learning objectives for improving key skills, personal development, and work sustainability among children with learning difficulties. Methods We conducted this research between 2016 and 2018, with pupils aged 11 to 12 years with learning disabilities who were integrated into the mainstream educational system. We used a 4-step methodology to develop learner creativity and social competences: (1) needs analysis, (2) development of learning content, (3) development of intelligent serious games, and (4) a usability evaluation focusing on the research questions and hypothesis. This was based on an initial teachers’ evaluation, using a survey, of students using 2 of the games, where the main goal was to determine user motivation and initiative and to improve the games and the evaluation process. The initial evaluation was followed by a pilot evaluation, which was performed for all proposed games, in all partner countries. Results In an initial evaluation with 51 participants from Slovenia consisting of a pretest, followed by intelligent serious game intervention and concluding with a posttest, we observed statistically significant improvement in social and cognitive competences measured by tests. Based on these findings and observations, we improved the games and evaluation process. In the pilot test, conducted in all participating countries on a sample of 93 participants, the mean score on the teachers’ observation form on the pretest (before students began using the intelligent serious games) was 3.9. In the posttest, after students had used intelligent serious games, the mean score was 4.1. Conclusions We focused on developing and evaluating intelligent serious games for persons with learning disabilities, particularly for students with disabilities who are integrated into the mainstream educational system. Such games provide an opportunity for personalized learning and should be tailored to ensure that every learner can achieve the highest standard possible. However, we recommend that the games be adapted based on the students’ needs and capabilities and a specially developed curriculum. The collected feedback showed that (1) children with learning disabilities need appropriately developed intelligent serious games, and (2) intelligent serious games, and the pertaining didactic methodology, should be based on an interoperable curriculum, so that teachers and trainers can use them. The student survey confirmed improvements in all aspects.

Alien Attack: A Non-Pharmaceutical Complement for ADHD Treatment

“…Although the mean SUS score was quite similar for children with and without ADHD, we also considered that, in the context of this article, the performance time for each of the minigames and the maximum level reached by our users were both important (as shown in Figures 13-22). Children with ADHD (Minigame 1) Children with ADHD (Minigame 1) Children with ADHD (Minigame 1) Children with ADHD (Minigame 1) Children without ADHD (Minigame 3) Children without ADHD (Minigame 3) Children without ADHD (Minigame 3) Children with ADHD (Minigame 4) Considering the previous figures (Figures [13][14][15][16][17][18][19][20][21][22], we can observe that, in gen time required to finish each task was somewhat less in the case of children with but in some cases the children were very excited and somewhat nervous, know they were playing Alien Attack for the first time (a new game that none of thei knew yet) and they completed the tasks very quickly.…”

“…This application could offer a potential non-pharmaceutical complement for the treatment of ADHD, since it is well known that games optimize motivation and treatment effects in these children. These types of technologies allow patients to remain at home during treatment, increasing their engagement, comfort, and satisfaction, which might potentiate the effect of the pharmacological therapy [16,17,42].…”

“…ADHD has also been associated with hyperfocus (the experience of deep and intense concentration for hours) [15] when the patient's motivation is high. Various studies demonstrate the positive impact of serious games on improving personal key skills among children with learning difficulties [2,16,17]. In fact, Zheng et al classified serious games relevant to ADHD according to different platforms and conducted a systematic review of video games that can help children with ADHD [18].…”

Preliminary study of the relationship between career choice motivation and understanding of professionalism in newly enrolled medical students in China: a cross-sectional study

“…According to students’ individual understandings of professionalism, personalised learning may be introduced to meet the differing needs of students. 38 Medical educators may consider using career choice motivation as an entry point to develop professionalism education programmes.…”

Developing Adaptive Serious Games for Children With Specific Learning Difficulties: A Two-phase Usability and Technology Acceptance Study

“…The study presented the details of the protocols and game design principles, but the games were not tested with the control group yet. Flogie et al [ 10 ] developed intelligent game interventions and used them with 51 children with learning difficulties in the mainstream Slovenian education system. The results showed that intelligent game interventions provide personalized education and can be helpful while designing the specialized curriculum.…”