Online Gardening to Promote Social Inclusion

Battersby, Steven; Kelly, Nicholas M.; Brown, David J.; Powell, H. M.

doi:10.1007/3-540-45491-8_31

Cited by 2 publications

(1 citation statement)

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“…[4] Serious games were used to promote social inclusion of persons with learning difficulties in Battersby, Kelly, Brown & Powell (2002). An e-learning portal website aggregated mini-games that taught horticultural skills to encourage people with learning disabilities to pursue and engage in professional training.…”

Section: Adaptive Systemsmentioning

confidence: 99%

Online e-learning and cognitive disabilities: A systematic review

Cinquin

Guitton

Sauzéon

2019

Computers & Education

127

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For decades now, as the issue of social progress has come to the fore, the drive to improve access to education has been behind the growth in research into e-learning. The current systematic literature review raised the question of the existence of studies addressing the specific needs of persons with cognitive impairments. Indeed, e-learning is expected to be one of the critical tools for improving access to education and ultimately aiding social inclusion. The systematic literature review was performed through a four-step process including an exhaustive search of scientific literature databases, the selection of studies through exclusion and inclusion criteria, and literature analysis and synthesis. The main results are: 1) a lack of e-learning studies addressing the issue of accessibility for people with cognitive impairments (N=29) with a purpose dominated by design guidelines rather than effectiveness assessment; 2) a weak inclusion of accessibility standards (N=5) and 3) a weak inclusion of special education findings (N=3), with a focus on specific neuropsychological disorders or syndromes (dyslexia, ADHD, etc.) rather than on impairments of cognitive function (attention, memory, etc.) as promoted by the International Classification of Functioning (World Health Organization, 2001); 4) the identification of five families of accessibility function (adaptive systems, game elements, accessible content, virtual agents and accessible interfaces or environments) and their dependency with activity-domain of learning. Results are discussed in terms of both design and assessment recommendations, promoting a multidisciplinary approach combining educational sciences, cognitive sciences and computer sci

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Section: Adaptive Systemsmentioning

confidence: 99%