The opportunities and challenges of serious games for people with an intellectual disability

Terras, Melody; Boyle, Elizabeth; Ramsay, Judith; Jarrett, Dominic

doi:10.1111/bjet.12638

Cited by 37 publications

(42 citation statements)

References 32 publications

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“…The last finding of this study concerns the number of different disability types studied in articles published over the last seven years. Based on the findings, intellectual disability was the most common disability type (Amado et al, 2016;Cano et al, 2018;Cano et al, 2019;Koh, 2020;Lopez-Basterretxea et al, 2014;Montenegro & Greenhill, 2015;Terras et al, 2018;Tsikinas & Xinogalos, 2019). Similarly, in the bibliometric analysis, intellectual disability appears on the networking map showing the most used keywords.…”

Section: Discussionmentioning

confidence: 86%

“…Recent research shows that video games are increasingly developed for people with different disabilities such as autism spectrum disorders, intellectual disabilities, and learning disabilities. These games are also used in special education to support individuals' wellbeing and the development of their social skills (Durkin, Boyle, Hunter, & Conti-Ramsden, 2013;Terras, Boyle, Ramsay, & Jarrett, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Bibliometric and Content Analysis of Research Trends on the Use of Serious Games to Assist People with Disabilities

Kara

2021

Journal of Computer and Education Research

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The aim of this study was to indicate bibliometric results of articles on the use of serious games to assist people with disabilities and to use content analysis to conduct a methodological review of articles over the last seven years. For the bibliometric analysis, a total of 343 articles from the Web of Science database were included. For the content analysis, a total of 52 articles published between 2014 and 2020 were selected. The bibliometric results showed that serious games, disability, and rehabilitation were the most used author keywords. USA was the most cited country followed by European countries, namely England, Netherlands and Spain. Based on the content analysis results, "education" was the most commonly used field in the articles reviewed in this study. Computer games were the most commonly researched game platform. Intellectual disability was the most common kind of disability investigated. The main contribution of this study is to reveal research trends in the use of serious games to assist people with disabilities by utilizing the diversity of applied analyses.

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Section: Discussionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Bibliometric and Content Analysis of Research Trends on the Use of Serious Games to Assist People with Disabilities

Kara

2021

Journal of Computer and Education Research

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“…Contextual influences are complex and multifaceted and can be determined by the theory and pedagogical approach taken as well individual differences in the psychological profile of the learner. So future research and practice must consider the learner in context (Terras et al , ) .…”

Section: Addressing the Common Challenges: Insights From A Psychologimentioning

confidence: 99%

Integrating games as a means to develop e‐learning: Insights from a psychological perspective

Terras¹,

Boyle²

2019

Brit J Educational Tech

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Although the Education sector has pioneered the use of technology, the pace of technological change has outstripped the slower processes of theoretical development and critical reflection, so the field is highly fragmented and lacks a comprehensive evidence base to support future development. In this paper, we consider how the insights offered by games and a psychological perspective can address the current challenges. Both games and e-learning specialists are facing similar challenges and would therefore benefit from adopting a more integrated approach in the future. We demonstrate how this integration can best be achieved by viewing the challenges through a psychological lens which informs theory, research and practice in user-centred design, supports the development of more widely applicable theories of learning and pedagogy, recognises of the complexity of the contexts in which learning occurs and offers an established evidence-based framework to aid integration at the theoretical level. This emphasises the continued importance of classic concepts such as transfer, cognitive load and the increasing blurred boundaries between formal and informal learning, but also in terms of methodology and as a catalyst for future debate and discussion.

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“…Video games are increasingly used in the field of special education to support well-being, social skills, independent living, and inclusion in varied samples of students with special needs such as autism spectrum disorders, learning disabilities, and giftedness [8,9,10,11]. According to Sánchez-Peris [12] and Sedeño [13], the use of these types of games is also an excellent way to improve attention, effort, and motivation; to develop competencies and skills such as mental agility; and to promote understanding, reflection, and strategic reasoning.…”

Section: Introductionmentioning

confidence: 99%

Serious Games and Their Effect Improving Attention in Students with Learning Disabilities

García‐Redondo

García

Areces

et al. 2019

IJERPH

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Previous studies have shown the positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities. This study analyzes the effects on attention of a serious game based on multiple intelligences in a sample of 44 students (age range = 6–16 years; experimental group = 24; control group = 20) with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Performance and observation measures of attention were used. The intervention consisted of 28 sessions (10 min each), in which the participants trained with 10 games based on multiple intelligences. A significant improvement in attention performance measures (visual attention) was found after the intervention, with the experimental and the control groups significantly differing in the posttest. These results invite consideration of the applicability of boosting different intelligences, talents or unique abilities through educational videogames as an important bridge to improving areas of deficit-in this case attention-in students with learning disabilities.

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The opportunities and challenges of serious games for people with an intellectual disability

Cited by 37 publications

References 32 publications

Bibliometric and Content Analysis of Research Trends on the Use of Serious Games to Assist People with Disabilities

Bibliometric and Content Analysis of Research Trends on the Use of Serious Games to Assist People with Disabilities

Integrating games as a means to develop e‐learning: Insights from a psychological perspective

Serious Games and Their Effect Improving Attention in Students with Learning Disabilities

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