An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students with Intellectual Disabilities

Autor/in	Demir, Ümit
Titel	An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students with Intellectual Disabilities
Quelle	In: ECNU Review of Education, 5 (2022) 4, S.761-783 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Demir, Ümit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120940721
Schlagwörter	Students with Disabilities; Geometric Concepts; Educational Games; Game Based Learning; Special Schools; Computer Software; Conventional Instruction; Instructional Effectiveness; Attitude Change; Academic Achievement; Gender Differences; Handheld Devices; Telecommunications; Mild Intellectual Disability; High School Students; Vocational Education; Computer Games; Student Attitudes + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementare Geometrie; Educational game; Lernspiel; Special school; Sonderschule; Unterrichtserfolg; Attitudinal change; Einstellungsänderung; Schulleistung; Geschlechterkonflikt; Telekommunikationstechnik; High school; High schools; Oberschule; Ausbildung; Berufsbildung; Computer game; Computerspiel; Computerspiele; Schülerverhalten
Abstract	Purpose: This study aims to research the impact of the e-learning environment, in which game-based education software was used, on the learning of students with intellectual disabilities. Design/Approach/Methods: The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in C¸ anakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher, which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection. Findings: The analysis of the findings showed that there was a significant increase between precourse and post-course attitudes and academic achievement scores of the students. There wasn't a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males' academic achievement and attitude post-test scores were higher than females' scores. Students having upper daily mobile devices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience. Originality/Value: This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01