Motivational Aspects of Gaming for Students with Intellectual Disabilities

Autor/inn/en	Saridaki, Maria; Mourlas, Constantinos
Titel	Motivational Aspects of Gaming for Students with Intellectual Disabilities
Quelle	In: International Journal of Game-Based Learning, 1 (2011) 4, S.49-59 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/ijgbl.2011100105
Schlagwörter	Intellectual Disability; Disabilities; Teaching Methods; Educational Games; Video Games; Technology Uses in Education; Educational Technology; Student Motivation + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Handicap; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Schulische Motivation
Abstract	The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01