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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Related Experiment Video

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Stereoacuity Improvement using Random-Dot Video Games

Stereoacuity Improvement using Random-Dot Video Games

Published on: January 14, 2020

Continued use of an interactive computer game-based visual perception learning system in children with developmental

Hsien-Cheng Lin¹, Yu-Hsien Chiu², Yenming J Chen³

¹Department of Health-Business and Administration, Fooyin University, Taiwan.

International Journal of Medical Informatics

|October 15, 2017

Summary

This study found that perceived ease of use, usefulness, and playfulness positively influence satisfaction and continued use of interactive game-based learning systems for children with developmental delays.

Keywords:

Game-based learning systems Perceived interactivity Perceived playfulness Technology acceptance model Visual perception

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Published on: March 17, 2023

Area of Science:

Educational Technology
Special Education
Human-Computer Interaction

Background:

Interactive computer game-based learning systems offer potential for children with developmental delays.
Understanding factors influencing continued use is crucial for effective implementation.

Purpose of the Study:

To develop and test a theoretical model examining the influence of perceived interactivity on continued use of a visual perception learning system.
To extend the Technology Acceptance Model by incorporating learner-instructor and learner-system interaction.

Main Methods:

Structural equation modeling and partial-least-squares analysis were used.
Data were collected from 150 participants including therapists, paraprofessionals, and parents.
A theoretical model was developed and evaluated using collected data.

Main Results:

Perceived ease of use and usefulness positively impacted both learner-instructor and learner-system interaction.
Perceived playfulness positively affected learner-system interaction but not learner-instructor interaction.
Satisfaction was positively influenced by perceived ease of use, usefulness, and playfulness, and satisfaction positively influenced continued use.

Conclusions:

Ease of use, usefulness, and playfulness are key drivers of satisfaction and continued engagement with educational games.
The extended Technology Acceptance Model provides valuable insights for designing effective interactive learning systems.
Findings are applicable to researchers, designers, special education workers, and medical professionals.