Integrating serious games in the educational experience of students with intellectual disabilities: towards a playful and integrative model.
Integrating seriousgames in theeducationalexperience ofstudents withintellectualdisabilities:towards a playfuland integrativemodel
• Epinoisi Project• Goal Net Project• Long Term Case Studies
EPINOISI R&D project - www.media.uoa.gr/epinoisi - 2007-2008400 teaching hours specialized training program for 200 primary, secondary andspecial education teachers supporting students with mild intellectual disability(MID), on the subject of serious games and new technologies.Goal Net Project - www.goal-net.eu – 2008-2009Integrating serious games to classrooms of students with intellectual disabilities.Specifically designed vocational training games and software were used and thegaming material was a blend of accessible and motivating e-learning materialLong Term Case Studies – 2009-2012Series of game based learning sessions in a Special Elementary School forstudents with moderate intellectual disability and in an integrated classroom ofan General Education Elementary School and documented the outcomes. Theeducators documented their experience regarding the design of the integration,the application and the aftermath
• Observational checklists - evaluation on accessibility, learning effectiveness, engagement, innovation, cultural appropriateness• End point interviews with the educators• Focus Groups with educators and students• Full documentation of their experience• Design Documents•Soft Outcomes STAR toolincluded metrics of change beforeand after the GBL intervention onconfidence, self esteem,participation, attendance,motivation, time keeping and othersoft skills
• Test their abilities and make mistakes in a judgmental- free and personalized environment.• High engagement and participation• Alterations in their attitude towards educational issues - intrinsic motivation • Assist student with intellectual disabilities virtually prepare for social integration, practical academic skills, vocational training and safety
Issues and Drawbacks• Lack of prior gaming knowledge (how to choose?)• Practical issues during gameplay (how to use?)• Focus on educational content not skills (how to access)• Accessibility and usability issues, non adaptive games Teachers were willing to use games as an educational tool but questioned their ability to integrate them in their learning scenario
Need for an integrating model of GBL• GBL should blend with the classical learning scenario• Digital games an non-digital play should combine (role playing games etc)• A database of accessible, adaptable and suitable games in order to be able to create the educational content and alter some elements or even the structure of the game easily, “without the requirements of a programming background”
The Role of the Educator ResearcherCo-gamer Facilitator
the role of the researcherThe educator as aresearcher has the controlof the intervention, beingable to identify thepersonalized needs of herstudents and the potentialor possible limitations ofthe chosen games.
the role of the facilitatorThe educator as a facilitator is able to maintainfun, immersion, flow experience, coordinatethe intervention and promote communicationand cooperation between students
the role of the supportive co-gamerThe educator in the role of the co-gamerprovides feedback of the actual gamingprocess in order to estimate the progress ofthe intervention, and reassess the educationalpossibilities or mistakes for the next GBLinterventions
How to and next steps• GBL application design documents through the use of questionnaires or observation logbooks• Role that offers a continuous feedback - evaluation of the whole integrative process of digital games in the classroom
The Role of the Educator Researcher Game BasedGame Design Teaching Co-gamer Facilitator