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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
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Developing Adaptive Serious Games for Children With Specific Learning Difficulties: A Two-phase Usability and

Oguzcan Yildirim¹, Elif Surer¹

¹Department of Modeling and Simulation, Graduate School of Informatics, Middle East Technical University, Ankara, Turkey.

JMIR Serious Games

|May 31, 2021

Summary

This summary is machine-generated.

This study developed five serious games for children with specific learning difficulties (SpLD), offering tailored training. Both children and educators found the games engaging and beneficial for SpLD education.

Keywords:

adaptation adaptive games children development education gaming learning disability serious games specific learning difficulty system usability scale teacher technology acceptance model training usability

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Area of Science:

Educational Technology
Special Education
Game-Based Learning

Background:

Specific learning difficulties (SpLD) encompass dyslexia, dyscalculia, and dysgraphia, often requiring specialized educational support.
Current educational materials for SpLD typically focus on a single disorder, limiting comprehensive intervention.
There is a need for integrated, multi-faceted training resources for diverse SpLD profiles.

Purpose of the Study:

To develop comprehensive serious games for various SpLD types, addressing different cognitive and academic skills.
To evaluate the impact of adaptive difficulty adjustments on user experience and technology acceptance.
To gather and integrate user feedback from children with SpLD and their educators for iterative game refinement.

Main Methods:

Five distinct serious games were developed, targeting different aspects of SpLD.
Prototypes were tested by 10 SpLD educators and 23 children with SpLD using think-aloud protocols.
Participants completed System Usability Scale and Technology Acceptance Model (TAM) questionnaires, providing detailed feedback.

Main Results:

Analysis included game performance metrics (playtime, errors) and qualitative interview data.
Educators reported high technology acceptance (average 8.41/10, then 8.71/10) and usability.
Children with SpLD also reported high acceptance (average 9.07/10).

Conclusions:

The serious games were well-received by both children with SpLD and educators, who provided valuable feedback for improvement.
The adaptive difficulty feature enhances the games' effectiveness as personalized training tools for diverse SpLD.
These games are poised to become valuable supplementary curriculum materials for special education centers.