Inclusive educatoin and game-based learning for learners with disabilities: Perspectives from teachers in Bulgaria
Vol 9, Issue 10, 2024, Article identifier:
VIEWS - 172 (Abstract) 137 (PDF)
Abstract
The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators’ perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. Data were gathered and analyzed through 51 in-depth interviews with educators and specialists across all educational levels in Bulgaria, including general and special education schools, as well as universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in the country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.
Keywords
Full Text:
PDFReferences
1. Universal declaration of human rights. (1948). UN General Assembly, 302(2), 14-25
2. Convention on the Rights of the Child. (1989). United Nations, Treaty Series, 1577(3), 1-23.
3. UNESCO (1994) Salamanca Statement and Framework for Action on Special Needs Education
4. UN (2006). United Nations convention on the rights of persons with disabilities.
5. Hunt, P. F. (2011). Salamanca Statement and IDEA 2004: Possibilities of practice for inclusive education. International Journal of Inclusive Education, 15(4), 461-476. https://web.mon.bg/bg/57
6. Barab, S. A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S. J., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education and Technology, 18, 305–320
7. Squire, K. (2006). From content to context: Videogames as designed experience. Educational researcher, 35(8), 19–29.
8. Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., ... & Burgos, D. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(1), 1-31.
9. Brom, C., Šisler, V., & Slavík, R. (2010). Implementing digital game-based learning in schools: augmented learning environment of ‘Europe 2045’. Multimedia systems, 16, 23-41.
10. Barab, S., Gresalfi, M., Arici, A., Ingram-Goble, A., & Pettyjohn, P. (2010). Transformative Play-Games as 21st Century Curriculum.
11. Karadzhov, V., & Kirilov, S. (2023). Virtual Horizon – Unveiling the Ecological Impact of Virtual Tourism. Journal Pirinski Knijovni Listi, 14, 38-49.
12. Saridaki, M., Gouscos, D. and Meimaris, M.G. (2009). Digital games-based learning for students with intellectual disability. In: Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices (pp. 304-325). IGI Global..
13. Yuan, B., Folmer, E., & Harris, F. C. (2011). Game accessibility: a survey. Universal Access in the Information Society, 10(1), 81-100
14. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24
15. Tang, S., Hanneghan, M., & El-Rhalibi, A. (2007). Pedagogy Elements, Components and Structures for Serious Games Authoring Environment. Paper presented at the 5th International Game Design and Technology Workshop (GDTW 2007), Liverpool, UK
16. Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M., Herodotou, C., Hillaire, G., ... & Whitelock, D. (2019). Innovating pedagogy 2019: Open university innovation report 7. [16] Schlechty, P. C. (2011). Engaging students: The next level of working on the work. John Wiley & Sons.
17. González, C., & Area, M. (2013, July). Breaking the rules: Gamification of learning and educational materials. In Proceedings of the 2nd international workshop on interaction design in educational environments (Vol. 1, pp. 47-53). Setúbal, Portugal: SCITEPRESS (Science and Technology Publications, Lda.).
18. Cardador, M. T., Northcraft, G. B., & Whicker, J. (2017). A theory of work gamification: Something old, something new, something borrowed, something cool?. Human resource management review, 27(2), 353-365.
19. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
20. Prensky, M. (2003). Digital game-based learning. Computers in Entertainment, 1(1), 21–21.
21. Kapp, K. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
22. Patel, D. R., Apple, R., Kanungo, S., & Akkal, A. (2018). Narrative review of intellectual disability: definitions, evaluation and principles of treatment. Pediatr Med, 1, 11.
23. Karadzhov, V., & Zlateva, D. (2024). Digital Marketing Strategies for Black Friday and Christmas. Economics and Management, 21(1), 180-198.
24. Tassé, M. J., & Grover, M. (2021). American Association on Intellectual and Developmental Disabilities (AAIDD). In Encyclopedia of autism spectrum disorders (pp. 165-168). Cham: Springer International Publishing.
25. Hersh, M. and Leporini, B. (2013). An overview of accessibility and usability of educational games. In: Gonzalez, C. (ed.) Student Usability in Educational Software and Games: Improving Experiences. IGI Global: Hershey, PA, pp. 1-40. ISBN 9781466619876.
26. Piki, A., Markou, M. and Vasiliou, A. (2016). Learning through play: The role of learning and engagement theory in the development of educational games for intellectually challenged children. In: 2016 International Conference on Interactive Technologies and Games (ITAG) (pp. 1-6). IEEE.
27. Gallagher, D.J., Connor, D.J. and Ferri, B.A. (2014_. Beyond the far too incessant schism: special education and the social model of disability. International Journal of Inclusive Education, 18(11), pp.1120-1142. DOI: 10.1080/13603116.2013.875599
28. Fiuza-Fernández, A., Lomba-Portela, L., Soto-Carballo, J., & Pino-Juste, M. R. (2022). Study of the knowledge about gamification of degree in primary education students. Plos one, 17(3), e0263107.
29. Brereton, A. V., Tonge, B. J., & Einfeld, S. L. (2006). Psychopathology in children and adolescents with autism compared to young people with intellectual disability. Journal of autism and developmental disorders, 36, 863-870.
30. Serret, S., Hun, S., Thümmler, S., Pierron, P., Santos, A., Bourgeois, J., & Askenazy, F. (2017). Teaching literacy skills to French minimally verbal school-aged children with autism spectrum disorders with the serious game SEMA-TIC: An exploratory study. Frontiers in psychology, 8, 1523.
31. Dimitrova, I, 2023. Social and moral aspects of justice. https://notabene-bg.org/uploads/articles_pdf/notabene-bg_org-read1429.pdf
DOI: https://doi.org/10.59429/esp.v9i10.3073
(172 Abstract Views, 137 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Vladislava Lendzhova
This work is licensed under a Creative Commons Attribution 4.0 International License.