A Literature Review of Serious Games for Intellectual Disabilities

Cano, Ana R.; García‐Tejedor, Álvaro J.; Fernández‐Manjón, Baltasar

doi:10.1007/978-3-319-24258-3_59

Cited by 7 publications

(7 citation statements)

References 5 publications

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“…The authors Cano, García-Tejedor and Fernández-Manjón (2015a;2015b) presented a literature review with the aim of identifying and reviewing the available literature on SG for people with intellectual disabilities and classifying the games they found according to four categories of learning outcomes in SG -cognitive skills, motor skills, affective learning and communicative learning. While conducting the research, the authors put the focus on Autism Spectrum Disorder (ASD) and Down Syndrome (DS) claiming that DS is the "most common intellectual disability associated with mental impairment" (p. 96), and ASD is the disorder with the "largest number of scientific investigations among the intellectual disabilities" (p. 96).…”

Section: Related Workmentioning

confidence: 99%

“…The authors Cano, García-Tejedor and Fernández-Manjón (2015a;2015b) classified the studies by acquisition of knowledge through the design or adaptation of games, some patterns and behaviors in games and by methodoliogy for game design or developement. Jiménez, Pulina and Lanfranchi (2015) in their research put the focus on computer-game based training or video-game based training with a design that tests the effects of the before mentioned but they didn't classify the found papers, and Tsikinas and Xinogalos (2018) classified their papers according to skills -adaptive behavior and intellectual functioning separately for intellectual disabilites and ASD.…”

Section: Related Workmentioning

confidence: 99%

“…By exploring existing literature, it has been shown that none of the found articles analyzed the use of DGBL only for students with intellectual disabilities, but they included students with ASD or young and older adults. The conclusion from the first review by Cano, García-Tejedor and Fernández-Manjón (2015a;2015b) was that it is necessery to identify, implement and test best practises in order to create a general methodology to simplify the creation process of effective games. Jiménez, Pulina and Lanfranchi (2015) concluded that it is relevant to study immediate effects of video games on cognitive abilities and the importance of defining the most important game characteristics in order to be useful for individuals with intellectual disabilities.…”

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

Using Digital Game-Based Learning for Students with Intellectual Disabilities – A Systematic Literature Review

Stančin¹,

Hoić-Božić²,

Mihić³

2020

Informatics in Education

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The purpose of this systematic literature review is to explore the area of digital Game-Based Learning (GBL) for students with intellectual disabilities as a tool that enables positive impact on learning and mastering specific skills in order to make recommendations for future research. Twenty-one studies were selected from different databases. The results showed that the most common type of game was serious game, and the most common used technology was PC with additional equipment, but tablets were also often used. In addition, the studies were more focused on the development of cognitive abilities rather than of adaptive skills.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Using Digital Game-Based Learning for Students with Intellectual Disabilities – A Systematic Literature Review

Stančin¹,

Hoić-Božić²,

Mihić³

2020

Informatics in Education

View full text Add to dashboard Cite

show abstract

“…Previous reviews related to serious games for people with ID analyzed how to design them to adapt to their cognitive requirements, to examine their general effects on people with ID or autism, to evaluate their adaptation for inclusive learning and teaching in this population, or to study their accessibility, considering cognitive, motor, and sensory disabilities [ 33 , 34 , 35 ], but not to improve their executive functions.…”

Section: Introductionmentioning

confidence: 99%

Serious Games for Executive Functions Training for Adults with Intellectual Disability: Overview

Shapoval

Gimeno-Santos

Zorrilla

et al. 2022

IJERPH

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(1) Background: Throughout the history of medical and psychology practice, specialists have worked to improve the quality of treatment and rehabilitation, which has led to the emergence of concepts such as serious games. These tools focus on different areas of intervention procedures, one of which is to help people with intellectual disability (ID). Individuals with ID have problems with executive functions (EFs), which are related to adaptive functioning. Recent studies showed that serious games positively impact cognitive, social, and communication skills in people with ID. The purpose of this study is to analyze the solutions that have been found in EF training for adults with ID in recent years, evaluating them with a number of key parameters and identifying the features and possible problems in the further development of our system. (2) Methods: A review was conducted starting with 573 articles in English related to serious games and selected from studies that had been published since 2015. Finally, 10 were examined in detail as they focused on EFs in adults with ID. They were searched in seven major databases (“Association for Computing Machinery” (ACM), IEEE Xplore database, DBLP computer science bibliography, Google Scholar, PubMed, SCOPUS, and PsycInfo). (3) Results: It was determined that the most frequent EFs referred to in the studies analyzed were planning and decision-making, followed by working memory and social cognition, behavioral regulation, flexibility, and inhibition capacity. The basic approach to the creation of support systems was also analyzed in terms of technical and program execution. The trend results’ analysis evidenced improvements in EFs, even though they were not significant. This comprehensive technique enabled the identification of the main features and aspects to be taken into account for further development of our system.

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“…One of the areas in which ICTs have been most ambitiously introduced is the field of education, with specific learning and skills training tools. Among these applications, we can find proposals for software tools and learning games specially designed for people with intellectual disabilities [4]- [6].…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Impact of an Autonomous Playing Mode in a Learning Game to Train Oral Skills of Users With Down Syndrome

et al. 2021

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The use of ICT tools is broadly extended among people with intellectual disabilities and also, to a lesser degree, the use of learning tools including learning games. Although the use of learning games is widely accepted due to its high engagement capacity, there are few studies that analyze its usability for people with intellectual disabilities. This work presents an evaluation of the impact of adding an autonomous playing mode on the usability of a learning game designed to aid the training of oral skills in people with Down syndrome. A study in which the effectiveness, efficiency and user satisfaction of a learning game are compared when the system is used with different degrees of teacher supervision is carried out. A learning game originally designed to train oral competencies for people with Down syndrome in a teacher supervised scenario is adapted to allow its autonomous use, by including a module that provides the automatic assessment of oral productions . The use of the tool is thus compared in three different scenarios: a supervised environment, autonomous use, and laboratory use with multiple users working in parallel. The different usability evaluation instruments used reveal that, although there are no differences in the degree of engagement, there may be important differences regarding session performance: the quality of the audios is lower in the laboratory sessions and the number of errors increases in the autonomous sessions. We conclude that, although the autonomous use of learning games by users with intellectual disabilities is possible, and this can lead to considerable savings in human resources, if the feedback provided by the game is not comparable with that provided by the teacher, performance may drop considerably although the degree of engagement is maintained.

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A Literature Review of Serious Games for Intellectual Disabilities

Cited by 7 publications

References 5 publications

Using Digital Game-Based Learning for Students with Intellectual Disabilities – A Systematic Literature Review

Using Digital Game-Based Learning for Students with Intellectual Disabilities – A Systematic Literature Review

Serious Games for Executive Functions Training for Adults with Intellectual Disability: Overview

Evaluating the Impact of an Autonomous Playing Mode in a Learning Game to Train Oral Skills of Users With Down Syndrome

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