Using Serious Games for Promoting Blended Learning for People with Intellectual Disabilities and Autism: Literature vs Reality

Tsikinas, Stavros; Xinogalos, Stelios; Satratzemi, Maya; Kartasidou, Lefkothea

doi:10.1007/978-3-319-75175-7_55

Cited by 12 publications

(5 citation statements)

References 49 publications

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“…A study further showed the use of serious games (SGs) to improve learning processes and focus on specific skills for those with intellectual disability (ID) or autism spectrum disorder (ASD). However, blended learning (BL), which blends in-person and online learning, is used in both formal and informal educational contexts (Tsikinas et al, 2018). Another study undertaken by Giannousi et al (2014) also showed that blended learning is a more successful form of instruction than the group using traditional methods.…”

Section: Discussionmentioning

confidence: 99%

Blended Learning as an Instructional Method for Children with Intellectual Disabilities in Punjab, Pakistan

Rehman,

Noor,

Nazir

et al. 2022

J. educ. soc. stud.

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Numerous innovative teaching and learning techniques, such as e-learning and online learning, have emerged as a result of science and technology's quick development. The digital age, the speedy progression of technology, and other web-based communication technologies have made it possible for educators to create perfect learning environments that might satisfy many students' requirements. Novelty in technology makes it possible for education to extend outside of the classroom and gives students easier access to a variety of educational resources. The study's aim was to explore the use of blended learning instructional methods for children with intellectual disabilities and to what extent teachers of children with intellectual disabilities know about blended learning instructional methods. The population of the study was all teachers of special education working in government and semi-government institutes of Punjab. A Snowball sampling technique was used. A questionnaire was developed as a tool for the study; it had three sections. Constructs were demographics, practices of teachers, and perceptions about blended learning. It was converted into Google Form, shared in the official group of semi-government special schools, and shared with government teachers of special education. The findings of the study were that the teachers had neither used online learning nor were interested in using it as an effective learning strategy for students with special needs. Without training and awareness, teachers were using online mode for that scenario to create some learning opportunities for intellectually delayed students. It was concluded that they were less attentive to the compulsion of interaction during online mode than in face-to-face mode. Different teaching strategies were used. Some teachers thought blended learning was the same as online learning, and teachers were somewhat aware of online modes. Positive feedback on instructional strategies and awareness of blended learning demonstrates that it may be an option for kids with intellectual disabilities.

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Section: Discussionmentioning

confidence: 99%

Blended Learning as an Instructional Method for Children with Intellectual Disabilities in Punjab, Pakistan

Rehman,

Noor,

Nazir

et al. 2022

J. educ. soc. stud.

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“…Zakari et al [2014] classified serious games for autistic children with respect to the technological platform, the purpose of the game, the type of graphics (i.e., 2D or 3D), game aspects, and user interaction devices. Tsikinas et al [2016] classified serious games for people with an intellectual disability or ASD based on adaptive behavior and intellectual functioning skills that the games aim to develop and their potential effects. Meanwhile, Xianmei [2017] presented an overview of somatic games (i.e., video games operated by body movements) aimed at autistic children, focusing on the game features, implementation of interventions, and their effectiveness.…”

Section: Related Workmentioning

confidence: 99%

An Analysis of the Evaluation Methods being Applied to Serious Games for Autistic Children

Carvalho,

Braz,

Prates

2024

JIS

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Autism Spectrum Disorder is a neurodevelopment condition that significantly impacts social communication and interaction as well as behavior impairments, including restricted and repetitive patterns of behavior, interests, or activities. In recent years, numerous studies have proposed serious games as a way to aid in the therapy of children with ASD. Hence, it is crucial to evaluate the effectiveness of such games and obtain robust evidence of their positive influence on this type of treatment. In this study, we aim to explore the evaluation of games for autistic children by conducting a Systematic Literature Review. We analyze the methods utilized to evaluate these games, their application and combination, the quality aspects assessed, and the number and characteristics (e.g., age and special need) of the participants involved in the evaluation process. Furthermore, we present a compilation of the study findings for each evaluation method. Our findings reveal that there is no standardized methodology since different methods have been utilized and combined in various ways to evaluate serious games that support the treatment of ASD children. As contributions, this paper provides valuable insights into how serious games have been evaluated in this context and can be useful for researchers and game designers working in the field.

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“…The potential of games to enhance STEM content accessibility, increase collaborative problem-solving, and allow for exploration of mathematics concepts in innovative ways is also promising [10,15]. For example, games have been developed to enhance content accessibility and increase problem solving as well as improve cognitive functioning [18][19][20][21][22][23].…”

Section: Literature Review 21 Game-enhanced Instruction In Elementary...mentioning

confidence: 99%

Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention

Hunt,

Taub,

Duarte

et al. 2023

Education Sciences

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Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplemental fraction curriculum in elementary classrooms, including how teachers implemented the curriculum, their perspectives and experiences as they used it, and their students’ resulting fraction learning and STEM interest. Teachers implemented the supplemental curriculum with varying adherence but had common experiences throughout their implementation. Teachers expressed experiences related to (1) time, (2) curriculum being too different, and (3) too difficult for students. Their strategies to handle those phenomena varied. Teachers that demonstrated higher adherence to the game-enhanced supplemental fraction curriculum had students that displayed higher STEM interest and fraction learning. While this study helps to better understand elementary teachers’ experiences with game-enhanced mathematics curricula, implications for further research and program development are also discussed.

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Using Serious Games for Promoting Blended Learning for People with Intellectual Disabilities and Autism: Literature vs Reality

Cited by 12 publications

References 49 publications

Blended Learning as an Instructional Method for Children with Intellectual Disabilities in Punjab, Pakistan

Blended Learning as an Instructional Method for Children with Intellectual Disabilities in Punjab, Pakistan

An Analysis of the Evaluation Methods being Applied to Serious Games for Autistic Children

Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention

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