Technology-enhanced and game based learning for children with special needs: a systematic mapping study

Gallud, José A.; Carreño, Mónica; Tesoriero, Ricardo; Sandoval, A.; Lozano, María Dolores; Duran, Israel; Penichet, Víctor M. R.; Cosio, Rafael

doi:10.1007/s10209-021-00824-0

Cited by 16 publications

(12 citation statements)

References 31 publications

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“…As mentioned earlier, particular relevance was given to inclusive digital games that could be used among children with special needs (SEN). According to previous research [69,70], there are several benefits in using computer games with different types of learners, such as children with hearing or visual impairment [71][72][73], attention-deficit hyperactivity disorder (ADHD) [74], and autism spectrum disorder (ASD) [75,76]. However, the impact of digital gaming on special education (SEN) and its use in language learning is a relatively unexplored area, so most teacher candidates were unaware about the potential of such games.…”

Section: Resultsmentioning

confidence: 99%

“…As future educators, they valued the knowledge shared among peers about certain games such as Otsimo and GraphoGame. A second implication is that more technical and pedagogical efforts are necessary about game accessibility and students' needs in teacher training programs to prepare preservice teachers for an inclusive and diverse education in which digital games can play a positive role in the case of students with special needs [69,70].…”

Section: Discussionmentioning

confidence: 99%

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Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Belda-Medina

Calvo-Ferrer

2022

Education Sciences

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There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Belda-Medina

Calvo-Ferrer

2022

Education Sciences

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“…Technology-enhanced and game-based learning for children with special needs: a systematic mapping study [42] The main focus of this review paper is to evaluate technological support of educational activities for the youngest children with different disabilities, including DS.…”

Section: An Overview Of Previous Researchmentioning

confidence: 99%

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

2022

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Since the beginning of the 21st century, the lifespan of people born with Down syndrome (DS) has increased. They now outlive their parents and rely on their relatives who usually sacrifice their own families to care for their disabled siblings. To reduce the pressure on families and the wider community, it is crucial to prepare DS people for independent life from early childhood. Emerging technologies can significantly support the process of acquiring the skills that are necessary for solving real-life problems at home and work. To assess their impact and estimate how much they are implemented in inclusive education, a review of 564 papers published after 2015 was done using the PRISMA review model. After gradual exclusion, 24 papers were used for the final review. Thematic analysis resulted in four themes with one common concept: variety. The results of examining the four research questions defined in the paper’s background confirm that the synergy of emerging assistive technologies and inclusive education has the potential of becoming a very effective strategy for creating an independent life for DS individuals. Many questions remain open, mainly related to a DS persons’ specific needs and capabilities. The acceptance of the proposed synergy will depend on them.

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“…, 2020; Saatci et al. , 2020; Gallud et al. , 2021) that perform the meta-analysis or systematic mappings of the different subjects of the current academic field.…”

Section: Introductionmentioning

confidence: 99%

“…However, these critical insights are captured from only 44 topcited reviews. To grasp the comprehensive understanding of this domain, we design another integrated approach that combines qualitative analysis with a data-driven strategy based on text mining and topic modeling in the light of these studies (those of Scruggs et al, 2010;Shepley and Grisham-brown, 2019;Baragash et al, 2020;Saatci et al, 2020;Gallud et al, 2021) that perform the meta-analysis or systematic mappings of the different subjects of the current academic field. The present study employs text mining to extract the latent patterns from the scientific data (Chen et al, 2020a, b;Chae and Olson, 2021;Gurcan et al, 2020;Thakur and Kumar, 2021;Khusbu and Vinit, 2021).…”

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confidence: 99%

Reflecting the trends in the academic landscape of special education using probabilistic dynamic topic modeling

haq

Hou

2022

LHT

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PurposeSpecial education is the education segment that deals with the students facing hurdles in the traditional education system. Research data have evolved in the domain of special education due to scientific advances. The present study aims to employ text mining to extract the latent patterns from the scientific data.Design/methodology/approachThis study examined the 12,781 Scopus-indexed titles, abstracts and keywords published from 1987 to 2021 through an integrated text-mining and topic modeling approach. It combines dynamic topic models with highly cited reviews of this domain. It facilitates the extraction of topic clusters and communities in the topic network.FindingsThis methodology discovered children’s communication and speech using gaming techniques, mental retardation, cost effect on infant birth, involvement of special education children and their families, assistive technology information for special education, syndrome epilepsy and the impact of group study on skill development peers or self as the hottest topic of research in this domain. In addition to finding research hotspots, it further explores annual topic proportion trends, topic correlations and intertopic research areas.Originality/valueThe results provide a comprehensive summary of the popularity of research topics in special education in the past 34 years, and the results can provide useful insights and implications, and it could be used as a guide for contributors in special education form a structured view of past research and plan future research directions.

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Technology-enhanced and game based learning for children with special needs: a systematic mapping study

Cited by 16 publications

References 31 publications

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

Reflecting the trends in the academic landscape of special education using probabilistic dynamic topic modeling

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