Games for engaged learning of middle school children with special learning needs

Fengfeng Ke · Tatiana Abras

102 citations0/0 files storedBritish Journal of Educational Technology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Educational Games and Gamification Digital Games and Media Intelligent Tutoring Systems and Adaptive Learning

Abstract

Abstract In this paper, we describe an in situ study that examined the diverse design features and effects of three pre‐algebra games for middle school children who have either challenges with learning or different language backgrounds. Data were collected through in‐field observation, artifact analysis, school performance report and knowledge test during 15 one‐hour gaming sessions over a period of 3 weeks. A list of key design features related to creating engagement and learning for students with special learning needs emerged from the data. The findings and discussions will inform educational designers and practitioners on successful educational game design and implementation for learners with diverse characteristics and needs. Practitioner notes What is already known about this topic Computer games can act as rich primers for engaged learning of academic content. What this paper adds The potential for computer games to promote engaged learning for school children with learning difficulty or different language/cultural backgrounds. The common and unique game design features that promote engaged learning for school children with special learning needs. Game‐based learner support for school children with special learning needs. Implications for practice and/or policy Educational game designers should make purposeful design efforts (eg, a simple fantasy, open‐ended game challenges and scaffolding with visual cue/feedback) to create learner‐adaptive engagement. Content processing should be a core and active part of the game‐play to promote game‐based learning. Adaptive and nonintrusive support should be provided to student players to reinforce game‐based learning.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 102 citations exist upstream.

References

1989Situated Cognition and the Culture of Learning 1991Flow: The Psychology of Optimal Experience 2003What video games have to teach us about learning and literacy 2013Play, Dreams And Imitation In Childhood 2002Games, Motivation, and Learning: A Research and Practice Model 2003Digital game-based learning 2005GameFlow 2005Digital game-based learning: Towards an experiential gaming model

Cited by

2019A Systematic Review of the Definition and Measurement of Engagement in Serious Games 2020Effects of games on students’ emotions of learning science and achievement in chemistry 2020Evaluation of a digital game-based reading training for German children with reading disorder 2016Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance 2020Designing Narrative-Focused Role-Playing Games for Visualization Literacy in Young Children 2018Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.