Video Games and Accessibility

2022 ◽  
pp. 1256-1264
Author(s):  
Eugenia Treglia ◽  
Angela Magnanini ◽  
Gianni Caione
Keyword(s):  
Video Games ◽  
Educational Needs ◽  
Active Participation ◽  
Equal Opportunities ◽  
Digital Skills ◽  
Inclusive Teaching

This essay aims, through a hermeneutic-argumentative approach, to present some ideas for inclusive teaching, starting with an educational re-evaluation of video games, for years considered a mere form of entertainment. Their use as educational mediators is a useful response to the needs of a school that is increasingly aware of the educational needs of all pupils. Through the recovery of the recreational dimension and the Accessibility paradigm, it is possible to offer teachers guidance and design insights in order to create educational itineraries of inclusion, finding in video games a possible tool capable of engaging the class in common activities, on the basis of equal opportunities and active participation, additionally for the development of digital skills.

Video Games and Accessibility

2019 ◽  
Vol 10 (2) ◽  
pp. 29-36
Author(s):  
Eugenia Treglia ◽  
Angela Magnanini ◽  
Gianni Caione
Keyword(s):  
Video Games ◽  
Educational Needs ◽  
Active Participation ◽  
Equal Opportunities ◽  
Digital Skills ◽  
Inclusive Teaching

This essay aims, through a hermeneutic-argumentative approach, to present some ideas for inclusive teaching, starting with an educational re-evaluation of video games, for years considered a mere form of entertainment. Their use as educational mediators is a useful response to the needs of a school that is increasingly aware of the educational needs of all pupils. Through the recovery of the recreational dimension and the Accessibility paradigm, it is possible to offer teachers guidance and design insights in order to create educational itineraries of inclusion, finding in video games a possible tool capable of engaging the class in common activities, on the basis of equal opportunities and active participation, additionally for the development of digital skills.

scholarly journals Innovative applications of digital solutions and tools in educating IT school students

2019 ◽  
Vol 13 ◽  
pp. 366-370
Author(s):  
Michalina Gryniewicz-Jaworska
Keyword(s):  
Information Society ◽  
New Technologies ◽  
Active Participation ◽  
Digital Tools ◽  
School Students ◽  
Traditional Methods ◽  
New Methods ◽  
Digital Skills ◽  
Education Process

 Currently, digital skills have become an important factor for the development and active participation in today's information society. The article describes innovative IT methods and tools used in the education process. New technologies and new methods of conducting classes form the basis of today's education. Traditional methods have been replaced by digital tools that are perfect at the stage of educating school pupils in IT profiles, preparing them for vocational exams.

scholarly journals A Strategy for Developing the Leadership Practice through Wise Governance from the VieWpoint of Al Taif University Members

2017 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Laila M. Abo Alola
Keyword(s):  
Decision Making ◽  
Good Governance ◽  
Active Participation ◽  
Faculty Members ◽  
Three Dimensions ◽  
Academic Rank ◽  
Equal Opportunities ◽  
Leadership Practice ◽  
Study Population ◽  
Governance Transparency

The study aimed at proposing a strategy for developing the leadership practice in Taif University through wise governance. The study population included all faculty members at the Taif University which represented -1358- members. A questionnaire was administered tostudy a randomized sample which consist of -321- faculty members which represented -24%- of the study population. The findings showed that faculty members perceived the degree of practicing good governance generally as moderate. Also, the results showed statistically significant differences between the degree of importance and the degree of leadership practice through good governance. There were no statistically significant differences according to gender, but there were statistically significant differences according to academic rank in favor of the higher academic rank only in the following three dimensions of leadership practice through good governance: transparency, active participation, and accountability. In light of these results, a strategy was proposed which implied a number of recommendations, including: Application of the proposed strategy, spreading the culture of accountability, and providing equal opportunities for participation in decision-making for both men and women's departments. 

Using Video Games to Improve Literacy Levels of Males

2011 ◽  
pp. 192-206
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

Beyond film

2021 ◽  
pp. 87-112
Author(s):  
Cecilia Sayad
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Case Studies ◽  
Active Participation ◽  
Horror Films ◽  
The 1950S

This chapter discusses the ways in which horror stories and creatures invade the space of spectators and players in gimmick horror screenings, experiential cinema, and video games—including those using augmented and virtual reality technologies. It considers films and games that engage the space of viewing and playing—the augmented auditorium, which augments the experience of the horror tales by inviting active participation and providing a sensorial experience beyond seeing and hearing (involving drafts, smells, motion). Case studies include William Castle’s gimmick horror films of the 1950s and ’60s, contemporary Secret Cinema screenings, and a variety of survival horror games.

Using Video Games to Improve Literacy Levels of Males

2009 ◽  
pp. 286-299
Author(s):  
Stephenie Hewett
Keyword(s):  
Video Games ◽  
Computer Technology ◽  
Video Game ◽  
Visual Literacy ◽  
Educational Needs ◽  
Literacy Skills ◽  
Male Students ◽  
Literacy Achievement ◽  
New Literacy ◽  
Achievement Levels

This chapter examines the differences in the educational needs of males, the origins of video games, and the issue of the decline in literacy achievement levels of male students worldwide. It promotes the idea that a new literacy which includes computer technology and visual literacy has changed the scope of literacy and that males have succeeded at developing the new literacy skills. The chapter is intended to inform educators of the literacy skills involved in video games, make connections with video game literacy and traditional literacy, and to encourage teachers to integrate video games into their curriculum.

Video Games for Children and Adolescents With Special Educational Needs

2013 ◽  
Vol 221 (2) ◽  
pp. 79-89 ◽  
Author(s):  
Kevin Durkin ◽  
James Boyle ◽  
Simon Hunter ◽  
Gina Conti-Ramsden
Keyword(s):  
Video Games ◽  
Video Game ◽  
Serious Games ◽  
Current Knowledge ◽  
Educational Needs ◽  
Future Research ◽  
Special Educational Needs ◽  
Game Play ◽  
The Social ◽  
Almost All

Almost all children play video games at some point and many play regularly. Not only are games ubiquitous in children’s leisure environments but the motivational and skill-enhancing potentialities of this technology are being exploited increasingly in education. Good quality games, which are challenging, instructive, and absorbing, can make learning enjoyable and effective. But is this the case for children who struggle in school? This paper reviews the emerging literature on video game uses by children with special educational needs. With reference to both entertainment games and “serious” games, we consider (i) the implications of developmental and learning disabilities for game play, (ii) the potential of games to address special cognitive and educational needs, and (iii) the social potential of game play. Gaps in current knowledge are identified and directions for future research are outlined.

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