Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22238
Title: 
Authors: 
Keywords: 
Serious games
Qualitative meta-analysis
Learner with disabilities
Intellectual disability
Developmental disability
Impairment
Special needs
Computer
Issue Date: 
2020
Citation: 
Koh, C. (2020). A qualitative meta-analysis on the use of serious games to support learners with intellectual and developmental disabilities: What we know, what we need to know and what we can do. International Journal of Disability, Development and Education. Advance online publication. https://doi.org/10.1080/1034912X.2020.1746245
Abstract: 
This paper provides a qualitative meta-analysis of the literature on the use of serious games to assist learners with intellectual and developmental disabilities. It aims to identify the research trends and the possible directions for future research. The study begins with a preliminary online search and selection of a sample of articles to identify the main categories of disabilities. This is followed by a detailed analysis of a selection of articles chosen on the basis of their relevance, year of publication and representation of the studies carried out in this field. The preliminary analysis of articles published in recent years showed that the majority of the articles dealt with the use of digital games to support learners with intellectual disabilities. The findings revealed reports of participants’ higher engagement levels and motivation when learning with serious games, in addition to improved competence or performance in domains of language learning and numeracy. Nevertheless, most researchers acknowledged the need for more rigour in validating the effectiveness of the new games as learning tools.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal of Disability, Development and Education. The published version is available online at https://www.tandfonline.com/doi/abs/10.1080/1034912X.2020.1746245
URI: 
ISSN: 
1034-912X (print)
1465-346X (online)
Appears in Collections:Journal Articles

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