Gamification as technology enabler in SEN and DHH education

Abstract

Yearly in Mauritius, only a few Special Educational Needs (SEN) and especially Deaf and Hard of Hearing (DHH) students manage to get a passing mark in French language at elementary level. As at date, literature suggests that there is hardly any French language learning tools connected with pedagogical knowledge and technological tools suitable for those children. The rationale behind this paper is to show how gamification of French learning resources can positively affect SEN and especially DHH students' understanding and level of achievement in the language. Research questions were posed about the difficulties faced when students of that specific group learn to read and write in French, about how the gamification of textual resources can be used to improve the students' learning, and the impact the games have on the students. The aim of this research is to embed gamification in the teaching and learning process of French language. Advocating for both qualitative and quantitative methods, the project based itself on the pragmatic paradigm while the theoretical framework is based on action research. Using my methodological inventiveness, data was gathered using techniques such as surveys, interviews, observations and focus group discussions through the lenses of narrative inquiry. On average, most students already did quite well when subjected to their teachers' teaching methods only and showed a slight improvement for some students when games were added as learning aid.

A Needs Analysis for English as a Foreign Language Instruction for Thai Senior Secondary School Students with Hearing Impairment

“…Online game applications (e.g., Wordwall, Quizlet, and Kahoot) can be used to facilitate the teacher in creating games for the students in the Practice stage. Also, the concept of gamification -"the use of game design elements in nongame context" (Deterding et al, 2011, p. 10) -can be applied in the classroom as well to motivate students towards learning and improving their learning (Chan et al, 2022). To illustrate, a scoreboard could be attached to a wall.…”

A Neurotechnological Study to Quantify Differences in Brain Activity Using Game-Based Learning

“…Gamification is used to engage students in the learning of various disciplines, such as mathematics, engineering, economics, and nutrition, among others (Ilbeigi et al, 2023;Moreno-Guerrero et al, 2021;Pardim et al, 2023), both in face-to-face and e-learning formats (Saleem et al, 2022). In addition, this approach facilitates language learning (Chan et al, 2022), training in musical instruments (Aras & Can, 2023), implementing inclusive practices (Manzano-Leon et al, 2022), promoting student self-realization (Tsurkan et al, 2023), or even in increasing the completion rate of massive open online courses (MOOCs) (Nesterowicz et al, 2022). While gamification likely experiences the novelty effect, it also benefits from the familiarity effect, contributing to an overall positive impact on students (Rodrigues et al, 2022).…”

Gamificación y Comprensión de Textos en Inglés en Estudiantes de una Escuela Militar Peruana

“…Por ese motivo, la gamificación se conforma por el aspecto teórico, junto al mecánico de los juegos, enganchando, además de motivar a los discentes al valorar su participación en distintas actividades, donde puedan sentirse involucrados mientras dan su aporte a la clase con material de interés o conocimientos para los distintos temas a tratar. Asimismo, para Chan et al (2022) el análisis de las estrategias de los juegos aplicados permite comprender el interés de los estudiantes, cómo se desempeña cada uno, además de dónde necesitaban más orientación.…”