The Facilitation of Information Processing in Learning Disabled Children Using Computer Games

Margalit, Malka; Weisel, Amatzia; Shulman, Shmuel

doi:10.1080/0144341870070106

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…In line with previous claims concerning the motivational value of computer‐based work for disabled learners (e.g. Margalit et al ., 1987 ; Speziale & La‐France, 1992), it can be assumed that at this level too, the computer module's features contributed to the learning process.…”

Section: Discussionmentioning

confidence: 99%

The learning value of computer‐based instruction of early reading skills

Mioduser

Tur-Kaspa

Leitner

2000

Computer Assisted Learning

119

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This study examined the unique contribution of computer-based instruction when compared with more conventional modes of instruction (i.e. teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skills performance. Forty-six pre-school children (aged 5-6), at high risk for learning disabilities, participated in the study. They were assigned to one of three study groups that received different treatments. Three dependent variables were defined, i.e. children's phonological awareness, word recognition and letter recognition skills measured prior and after the treatment. Results clearly indicated that children at high risk who received the reading intervention program with computer materials significantly improved their phonological awareness, word recognition, and letter naming skills relative to their peers who received a reading intervention program with only printed materials and those who received no formal reading intervention program. The results are discussed in detail, with reference to the features of the computerbased materials that contributed to the acquisition of critical early reading skills.

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Section: Discussionmentioning

confidence: 99%

The learning value of computer‐based instruction of early reading skills

Mioduser

Tur-Kaspa

Leitner

2000

Computer Assisted Learning

119

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“…Four studies on learning disabilities focused on learners' reading deficiency (e.g., reading disabilities and attention deficits, “Maghzineh,” reading training, multicomponent reading game) (Cassar and Jang, 2010 ; van de Ven et al, 2017 ; Kashani-Vahid et al, 2019 ; Görgen et al, 2020 ), while another four focused on reasoning and math-related solving skills (Margalit et al, 1987 ; Christensen and Gerber, 1990 ; Hollingsworth and Woodward, 1993 ; Bakker et al, 2016 ).…”

Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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“…Fourthly, as of today, there are no Russian scientific studies in the field of psychology of digital technologies and their impact on the development of cognitive particularities in children having disabilities in conditions of school. There is no base of evidence enabling one to assess the efficiency of digital learning programs within the school education, as it is observed in the contemporary Western studies (American Optometric Association, 1995;Margalit et al, 1987;Subrahmanyam et al, 2001).…”

Section: Resultsmentioning

confidence: 99%

Disabled Children in the Context of Russian Digital Economy Challenges

Firsov¹,

Сарычев²,

Shimanovskaya³

et al. 2019

Academic Journal of Interdisciplinary Studies

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The digital society having gained quite a momentum in the Russian Federation in the recent decade has brought along some new trends in “problems-shaping” not only for the producing, but also for the non-producing strata of the population. The new “non-producing classes” get formed in a situation of new historical conditions the coordinates of which cover the entire global world, and it can be spoken definitely that problems of the Russian society are determined, among other things, by trends of the “world information community”, with the former being a part of it nowadays. The paper outlines the main vectors of the problem of socialization of the disabled children in the contemporary Russian society within the context of information economy forming. Particularities of integration of children having disabilities are shown in the logic of development of the world social inequality processes based on the “digital divide” approaches. Proceeding from the Russian statistical materials, some suppositions are made about possible negative development scenarios of the present-day cohort of children having functional limitations who can become outsiders of the digital revolution and man the strata of non-producing classes if there are no state programs, education strategies, pedagogical personnel and focused work with parents.

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The Facilitation of Information Processing in Learning Disabled Children Using Computer Games

Cited by 7 publications

References 10 publications

The learning value of computer‐based instruction of early reading skills

The learning value of computer‐based instruction of early reading skills

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Disabled Children in the Context of Russian Digital Economy Challenges

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