Please use this identifier to cite or link to this item:
https://ruomo.lib.uom.gr/handle/7000/487
Title: | Using Serious Games for Promoting Blended Learning for People with Intellectual Disabilities and Autism: Literature vs Reality |
Authors: | Tsikinas, Stavros Xinogalos, Stelios Satratzemi, Maya Kartasidou, Lefkothea |
Type: | Conference Paper |
Subjects: | FRASCATI::Natural sciences::Computer and information sciences FRASCATI::Social sciences::Educational sciences::Education, special (including:to gifted persons, those with learning disabilities) |
Keywords: | accessible blended learning serious games intellectual disabilities and autism |
Issue Date: | 2018 |
Volume: | 725 |
First Page: | 563 |
Last Page: | 574 |
Volume Title: | Interactive Mobile Communication Technologies and Learning |
Part of Series: | Advances in Intelligent Systems and Computing |
Part of Series: | Advances in Intelligent Systems and Computing |
Abstract: | Educating people with intellectual disabilities (ID) or autism spectrum disorder (ASD) is a non-trivial process and differs from the learning methods of typically developed people. Recently, serious games (SGs) have been used to enhance the learning process of these groups and address different skills. On the other hand, blended learning (BL) is applied to formal and informal educational contexts and combines face-to-face and online learning. In this study, we examine if SGs can provide the necessary means for applying BL, especially for people with ID or ASD that could be benefited by personalized learning opportunities. In addition, we examine 43 existing SGs for people with ID or ASD, as well as the perceptions of 93 special education professionals (SEP) and teachers (SET) working in schools and institutions for people with ID or ASD regarding the role of technology and SGs in their education. We concluded that SGs could enhance the learning process of people with ID or ASD in many skills. In addition, the opinions of SEP and SET regarding the importance of technology in the learning process of people with ID or ASD and the familiarity with SGs, indicate that BL could be effectively promoted through SGs. |
URI: | https://doi.org/10.1007/978-3-319-75175-7_55 https://ruomo.lib.uom.gr/handle/7000/487 |
ISBN: | 978-3-319-75174-0 978-3-319-75175-7 |
ISSN: | 2194-5357 2194-5365 |
Other Identifiers: | 10.1007/978-3-319-75175-7_55 |
Appears in Collections: | Department of Applied Informatics |
Files in This Item:
File | Description | Size | Format | |
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IMCL2017_ID_ASD_postprint.pdf | 432,61 kB | Adobe PDF | View/Open |
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