Integrating serious games in the educational experience of students with intellectual disabilities:

towards a playful and integrative model

• Epinoisi Project

• Goal Net Project

• Long Term Case

Studies

Goal Net Project - www.goal-net.eu – 2008-2009 Integrating serious games to classrooms of students with intellectual disabilities. Specifically designed vocational training games and software were used and the gaming material was a blend of accessible and motivating e-learning material

EPINOISI R&D project - www.media.uoa.gr/epinoisi - 2007-2008 400 teaching hours specialized training program for 200 primary, secondary and special education teachers supporting students with mild intellectual disability (MID), on the subject of serious games and new technologies.

Long Term Case Studies – 2009-2012 Series of game based learning sessions in a Special Elementary School for students with moderate intellectual disability and in an integrated classroom of an General Education Elementary School and documented the outcomes. The educators 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 tool

included metrics of change before

and after the GBL intervention on

confidence, self esteem,

participation, attendance,

motivation, time keeping and other

soft 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

Researcher

Facilitator Co-gamer

the role of the researcher

The educator as a

researcher has the control

of the intervention, being

able to identify the

personalized needs of her

students and the potential

or possible limitations of

the chosen games.

the role of the facilitator

The educator as a facilitator is able to maintain

fun, immersion, flow experience, coordinate

the intervention and promote communication

and cooperation between students

the role of the supportive co-gamer

The educator in the role of the co-gamer provides feedback of the actual gaming process in order to estimate the progress of the intervention, and reassess the educational possibilities or mistakes for the next GBL interventions

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

Facilitator Co-gamer

Game Design Game Based

Teaching