Game Design Recommendations Focusing on Children with Developmental Dyscalculia

Cezarotto, Matheus Araujo; Battaiola, André Luiz

doi:10.1007/978-3-319-39483-1_42

Cited by 12 publications

(5 citation statements)

References 12 publications

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“…Wilson et al 2006;Käser et al 2013;Ninaus et al 2017), their research does not give sufficient attention to game design concepts. This lack of awareness reduces the game possibilities, as it ignores or pays little attention to player experience (considered a secondary element) (Cezarotto and Battaiola, 2016). This study focusses on the game character since there is evidence that the character plays a role in promoting learners' motivation in educational games (Dickey, 2015).…”

Section: Forewordmentioning

confidence: 99%

See 1 more Smart Citation

Player’s preferences for characters in educational digital games: a study focusing on children with dyscalculia

Cezarotto¹,

Battaiola²

2019

Blucher Design Proceedings

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Section: Forewordmentioning

confidence: 99%

“…This limitation is even more expressive in the design of games used in the rehabilitation of children with dyscalculia. The latter is particularly the case in Brazil, where there is a demand for new games for this group of users (Cezarotto & Battaiola, 2016).…”

Section: Character In the Player Experiencementioning

confidence: 99%

Player’s preferences for characters in educational digital games: a study focusing on children with dyscalculia

Cezarotto¹,

Battaiola²

2019

Blucher Design Proceedings

Self Cite

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“…Despite the relevant contributions made by authors from neuropsychology (e.g., WILSON et al, 2006;NINAUS et al, 2017), current research does not give sufficient attention to ways games can be designed to better reach this specific area of need. This lack of awareness reduces possibilities for game-based interventions, as it ignores or pays little attention to player experience (considered a secondary element) (CEZAROTTO and BATTAIOLA, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, within a user-centered design framework encompassing different stakeholders (learners, specialists in rehabilitation, and game developers), this study focuses on the motivational aspects of using educational digital games for children with dyscalculia. Additionally, in Brazil, there is a demand for research on and the development of new educational games for children with dyscalculia (CEZAROTTO and BATTAIOLA, 2016). The goal of this study is to offer recommendations on how to best make educational math games for these learners.…”

Section: Introductionmentioning

confidence: 99%

Recommendations for designing games for players with dyscalculia

Cezarotto¹

2021

EED

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Educational digital games are interactive digital systems that promote learning experiences for the learner through a multimedia environment. Researchers and professionals have been using educational digital games as an intervention for children with dyscalculia. The literature demonstrates a limitation in research as regards these users' experiences with games. This study offers a user-centered design framework to investigate specific game elements that can promote and sustain users' motivation with dyscalculia during their neuropsychological treatment. It can be seen as an instance of applied research, with a descriptive goal and a qualitative data analysis approach. The study has used three main methods to inform the design of games that are better able to reach learners with dyscalculia: field research with both neuropsychological rehabilitation and game developers, and qualitative observations and interviews with players who have dyscalculia while they play math games. In addition, it offers a set of game design recommendations focusing on the motivation of children with dyscalculia.

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“…In this context, researchers (Battaiola et al, 2008; McGonigal, 2011; Kim et al, 2015; Cezarotto and Battaiola, 2016) also assert that the narrative of a game and its characteristics can be determinant in maintaining the player’s engagement. Generally, learning is sustained by motivational applications and by conventional methods (Marques et al, 2013; Mourgues et al, 2016), but the students prefer educational methods based on games, rather than other applications that do not have game characteristics (Sarmanho, 2012; Hwang and Wang, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Adventures of Amaru: Integrating Learning Tasks Into a Digital Game for Teaching Children in Early Phases of Literacy

et al. 2018

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In low-income countries, the history of academic failure is a liability for children acquiring literacy skills. It is thus important to develop strategies that motivate and focus these students on specific strategies to learn to read. Digital games can be useful in motivating students and assisting teachers in the teaching-learning process, but there are few interactive tools that effectively integrate tasks of direct instruction and good gameplay. This technical report describes an interactive digital game to engage students in the initial phase of reading skills acquisition, whose design incorporates evidence-based procedures. The game, called “The Adventures of Amaru,” aims to promote word coding-decoding skills and vocabulary growth through teaching trials. We discuss the adaptation of reading teaching curricula, their limitations and future implications of the use of this game by children from a low-income background.

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Game Design Recommendations Focusing on Children with Developmental Dyscalculia

Cited by 12 publications

References 12 publications

Player’s preferences for characters in educational digital games: a study focusing on children with dyscalculia

Player’s preferences for characters in educational digital games: a study focusing on children with dyscalculia

Recommendations for designing games for players with dyscalculia

The Adventures of Amaru: Integrating Learning Tasks Into a Digital Game for Teaching Children in Early Phases of Literacy

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