scholarly journals Teaching Time Concepts to Children with Intellectual Disability through Computer Game Based Learning

2020 ◽  
Vol 3 (2) ◽  
pp. 265-274
Author(s):  
Ayesha Wajihullah ◽  
Samina Ashraf ◽  
Shaista Majid
Keyword(s):  
Intellectual Disability ◽  
Computer Games ◽  
Instructional Strategy ◽  
Computer Game ◽  
Future Research ◽  
Game Based Learning ◽  
Time Concepts ◽  
Quasi Experimental ◽  
Teaching Time ◽  
Children With Intellectual Disability

Computer games based learning is considered as most effective teaching techniques now days including for the children with intellectual disability (CWID).  This type of instructional strategy has the potential to address the challenges of learning abstract concepts and their manipulation.  The purpose of the present study was to determine the efficacy of computer game based learning for teaching time concepts to CWID.  Population of the study comprised of CWID studying in the special schools of Lahore city.  Participants included 30 children whose functioning levels ranged from IQ 55 to IQ 60 with mental age of 3 to 5 years.  The chronological age range of these children was between 08 to16 years. An inclusion criterion was devised for the selection of sample of 30 CWID.   The study followed the quasi experimental research design.  30 children were randomly divided into two groups.  Curriculum based test was used as an instrument of the study.  An online computer game of time concept after validation was used for intervention. Total 10 sessions were given to teach the time concept in two weeks.  Results showed that computer games based instruction have contributed to learn time concept in these children. The results of the study recommended the use of the computer game based learning as instructional technique to teach the time concept to CWID.  Limitations of the study and future research implications are discussed.

What Do Students Learn When Collaboratively Using A Computer Game in the Study of Historical Disease Epidemics, and Why?

2011 ◽  
Vol 6 (6) ◽  
pp. 513-537 ◽  
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Computer Games ◽  
Visual Information ◽  
Computer Game ◽  
Historical Period ◽  
Game Based Learning ◽  
Computer Supported Collaborative Learning ◽  
Visual Elements ◽  
Decision Making Processes ◽  
Multimethod Approach ◽  
Disease Epidemics

The use of computer games and virtual environments has been shown to engage and motivate students and can provide opportunities to visualize the historical period and make sense of complex visual information. This article presents the results of a study in which university students were asked to collaboratively solve inquiry-based problems related to historical disease epidemics using game-based learning. A multimethod approach to the data collection was used. Initial results indicated that students attended to visual information with more specificity than text-based information when using a virtual environment. Models of student’s decision-making processes when interacting with the world confirmed that students were making decisions related to these visual elements, and not the inquiry process. Building on theories from the learning sciences, such as learning from animations/visualizations and computer-supported collaborative learning, in this article, the authors begin to answer the question of why students learned what they did about historical disease epidemics.

scholarly journals Computer Game-Based Learning Media as a Strategy to Increase Students' Motivation Learning

At-Taqaddum ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 85-102
Author(s):  
Mahasin Husni ◽  
Bambang Sumardjoko ◽  
Darsinah Darsinah
Keyword(s):  
Computer Games ◽  
Teaching And Learning ◽  
Computer Game ◽  
Active Role ◽  
Game Based Learning ◽  
Computer Based Learning ◽  
Analysis Technique ◽  
Study Results ◽  
Computer Based ◽  
Access Rights

The success of teaching and learning activities is determined by one of the methods and media of learning. This study aims to determine the needs of learning media, develop learning media based on computer games, and determine the effectiveness of learning media based on computer games on students' motivation and interest in learning. This type of research is Research and Development (RD), referring to the ADDIE development model. Data collection techniques using observation and questionnaires. The data analysis technique is done by analyzing the questionnaire. The results showed that students needed new learning media with the criteria of using computer technology, game-based, having a colorful display, involving an active role in student participation, easy to operate, equipped with characters, login, and voice access rights. A computer game-based learning media application has been developed called "BEBEB" with a very proper assessment from Media Experts and Material Experts. The effectiveness of the "BEBEB" application as a learning media based on computer games increased learning motivation by 16.5% and interest in learning by 24.33%. The study results indicate that the development of computer-based learning media as a strategy to increase students' motivation and interest in learning at SMK Muhammadiyah 2 Andong Boyolali has been able to be implemented properly. This implies that teachers need to provide learning media that can arouse students' motivation and interest in learning, one of which is using computer game-based learning media.

Avatar Creation and Video Game Enjoyment

2010 ◽  
Vol 22 (4) ◽  
pp. 171-184 ◽  
Author(s):  
Sabine Trepte ◽  
Leonard Reinecke
Keyword(s):  
Life Satisfaction ◽  
Video Game ◽  
Computer Games ◽  
Computer Game ◽  
Personality Factors ◽  
Independent Source ◽  
Quasi Experimental ◽  
Competitive Games ◽  
The Individual ◽  
Personality Features

Based on the model of complex entertainment experiences ( Vorderer, Klimmt, & Ritterfeld, 2004 ), the competitiveness of a computer game (media prerequisite) and the individual life satisfaction (user prerequisite) are hypothesized to influence game enjoyment. Avatar-player similarity was hypothesized to determine identification with the avatar, which in turn was suggested to enhance the enjoyment experience. In a quasi-experimental study, (N = 666) participants were asked to choose the personality features of an avatar for six different game scenarios. The results demonstrate that the games’ competitiveness as well as the participants’ life satisfaction influenced avatar choice and identification. In noncompetitive games, similar avatars were created, whereas in competitive games, dissimilar avatars were created. Participants who were well satisfied with their lives created avatars that resemble themselves in terms of personality factors, whereas dissatisfied users created dissimilar avatars. Player-avatar similarity was positively related to identification. This correlation was significantly stronger for noncompetitive games. Identification with the avatar was strongly related to game enjoyment. When controlling for the influence of identification on enjoyment, player-avatar similarity was negatively related to enjoyment, suggesting that identity play can be an independent source of enjoyment in computer games.

scholarly journals COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT

2019 ◽  
Vol 77 (1) ◽  
pp. 156-164
Author(s):  
Marija Slavkovic ◽  
Haris Memisevic
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
School Readiness ◽  
Inclusive Education ◽  
Transition Period ◽  
Preschool Program ◽  
Preschool Programs ◽  
Inclusive Preschool ◽  
Quasi Experimental ◽  
Children With Intellectual Disability

Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.

ARGuing for Multilingual Motivation in Web 2.0

2011 ◽  
pp. 240-260 ◽  
Author(s):  
Thomas Hainey ◽  
Thomas Connolly ◽  
Mark Stansfield ◽  
Liz Boyle
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
Computer Game ◽  
Language Teachers ◽  
Evaluation Framework ◽  
Empirical Literature ◽  
Future Research ◽  
Interactive Narrative ◽  
School Students ◽  
Alternate Reality

While there are some teachers who are dubious about the benefits of gaming in education, language teachers make great use of simulation/gaming methodologies, and there are many supporting textbooks. While many of the simulations/games used are non-computer based, during recent years, the computer game has become an important development in popular culture. During the same period, there has been an appreciation that computer games can play a significant role in education. This chapter explores the use of one particular type of computer game called an Alternate Reality Game (ARG), a form of interactive narrative, often involving multiple media and game elements. The chapter has developed an ARG to motivate secondary school students to learn a modern foreign language and has piloted this game across Europe in 2009. This chapter will review the empirical literature associated with the utilisation of ARGs for educational purposes and will focus on language learning. The chapter will then present a quantitative and qualitative analysis of student motivation in the pilot study using a developed evaluation framework for games-based learning. The evaluation will focus on learner motivations, aspects of the ARG, player perceptions, skills acquired, attitudes and qualitative data. The chapter will reflect on this analysis and provide directions for future research.

Learning and Teaching with Computer Games in Higher Education

2009 ◽  
pp. 18-33 ◽  
Author(s):  
Nicola Whitton
Keyword(s):  
Higher Education ◽  
Computer Games ◽  
Computer Game ◽  
Problem Based Learning ◽  
Game Based Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Motivation And Engagement ◽  
Actual Teaching ◽  
Teaching Situations

This chapter examines the rationale for the use of computer games in learning, teaching, and assessment in Higher Education. It considers their pedagogic potential in respect to a number of theories of learning, as well as some of the practical issues associated with using computer games in real teaching situations, both face-to-face and online. The first part of the chapter focuses on the theory underpinning the use of computer game-based learning with HE students, examining motivation and engagement, constructivism, collaborative and problem-based learning. The second part of this chapter considers the practical issues of using computer games in actual teaching contexts and presents twelve principles for the design and evaluation of computer games to support learning.

Students’ Perceptions during Integration of Computer Games in Primary Education: QoE Analysis

2014 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Toni Malinovski ◽  
Marina Vasileva ◽  
Vladimir Trajkovik
Keyword(s):  
Computer Games ◽  
Primary Schools ◽  
Computer Game ◽  
Analysis Model ◽  
Game Based Learning ◽  
Data Set ◽  
Student Centered ◽  
Relevant Variables ◽  
Path Analysis Model

<span>The integration of computer games in the primary school program is a challenging task which requires changes in the pedagogical approach and teaching practices. Since it is important to understand students, this study follows student-centered approach while evaluating different variables in computer game enhanced classes, which impact the overall students’ Quality of Experience (QoE). We involved a total of 114 students in several primary schools in Macedonia which participated in traditional and game-based learning environment. Students’ feedback was collected through surveys and the data set was analyzed with a path analysis model that illustrates relationships between relevant variables which influence students’ QoE in classes enhanced with computer games. We found that students’ motivation mostly influenced students’ QoE, which was also determined by the increased effectiveness and simplified way of learning. The research results correlated students’ QoE and learning outcomes during integration of computer games in primary schools, which were altogether increased against the traditional environment.</span>

Comparative Effectiveness Between Game-Enhanced and Pencil-and-Paper English Vocabulary Learning Approaches

2018 ◽  
Vol 10 (2) ◽  
pp. 1-20
Author(s):  
Yu Zhonggen
Keyword(s):  
Computer Games ◽  
Vocabulary Acquisition ◽  
Design Research ◽  
Vocabulary Learning ◽  
Computer Game ◽  
Future Research ◽  
Learning Approaches ◽  
Educational Computer ◽  
Group 2 ◽  
Pencil And Paper

Numerous studies were devoted to use of games in vocabulary learning in English as a foreign language (EFL) tertiary courses, which reported significant improvements of vocabulary learning when using computer games. This study used a mixed-design research method comparing the effectiveness in EFL vocabulary acquisition. Data was collected from randomly selected participants who were randomly assigned to the interactivity-prone computer game (Group 1), the less interactive-prone computer game (Group 2) and the pencil-and-paper (Group 3) assisted EFL vocabulary learning approaches. The first group learned EFL vocabulary through interactivity-prone computer game Hujiang Fun Vocabulary, the second group learned EFL vocabulary assisted with less interactive computer game Baicizhan, and the third group learned EFL vocabulary via the traditional pencil-and-paper approach. It was concluded that (1) The interactivity-prone computer game was more effective than the less interactivity-prone computer game in EFL vocabulary learning; (2) The computer game-assisted EFL vocabulary learning was significantly more effective than the traditional pencil-and-paper approach; (3) Males outperformed females in computer game-assisted EFL vocabulary learning. It was suggested that future research focuses on both design features of educational computer games and cross-disciplinary research into computer game assisted EFL vocabulary acquisition.

Integrating Virtual Worlds and Mobile Robots in Game-Based Treatment for Children with Intellectual Disability

2016 ◽  
pp. 69-84 ◽  
Author(s):  
Franca Garzotto ◽  
Mirko Gelsomini
Keyword(s):  
Intellectual Disability ◽  
Mobile Robots ◽  
Interpersonal Relationships ◽  
Virtual Worlds ◽  
Cognitive Skills ◽  
Mental Capacity ◽  
Learning Tools ◽  
Game Based Learning ◽  
Large Displays ◽  
Children With Intellectual Disability

In recent years we have witnessed a rapid growth of learning applications for children with different kinds of disabilities. These tools exploit different learning paradigms and employ a gamut of “beyond the desktop” interaction modes and devices, including haptic controllers, (multi)touch small and large displays, digitally augmented physical objects, robots and motion-sensing cameras. Our research explores novel interactive solutions for children with intellectual disability who have significant limitations both in intellectual functioning, i.e., general mental capacity such as memory, attention, reasoning and problem solving, and in adaptive behavior, i.e., social and practical skills related to daily living (interpersonal relationships. social responsibility, ability to follow rules/obey laws, personal care). Our goal is to provide intellectually disabled children with game-based learning tools that integrate motion-based touchless interaction and interaction with mobile robots. In this chapter, we discuss the above issues and exemplify them by describing a set of games based on the above mentioned interaction paradigm that we have designed for IDD children in order to promote social and cognitive skills.

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