Integrating Accessible Multiplication Games into Inclusive Classrooms

Abstract

Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.

Assessment of Digital Games in Technology Education

“…The application of digital games in schools has had a complicated history, mainly because the game design of many digital games did not fit into the curriculum and educational objectives [29]. This situation has led to various approaches to integrating digital games into the curriculum, ranging from commercial off-the-shelf games to educational games to games designed by students or teams of educators and game designers [136]. However, according to some experts, the main shortcoming of commercial games is that they do not take pedagogical considerations or curriculum into account [137], [138].…”