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EFL Special Education Teachers' Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders
Amr M Mohamed1, Tahany S Shaaban1, Hassen Alazhar Jmaiel1
1Northern Border University, Arar, Saudi Arabia.
Journal of Attention Disorders
|July 25, 2024
Summary
English as a Foreign Language Special Education teachers find game-based learning feasible and acceptable for students with ADHD. They noted benefits in engagement and skill development, despite implementation challenges.
Area of Science:
- Special Education
- Educational Psychology
- Game-Based Learning
Background:
- Attention-Deficit/Hyperactivity Disorder (ADHD) presents unique challenges in educational settings.
- English as a Foreign Language Special Education (EFLSE) teachers require effective strategies to support students with behavioral disorders.
Purpose of the Study:
- To investigate the perspectives of EFLSE teachers on using game-based learning (GBL) for students with ADHD.
- To assess the perceived feasibility, acceptability, and helpfulness of GBL by EFLSE teachers.
Main Methods:
- A questionnaire was administered to 131 EFLSE teachers.
- Data collected focused on teacher perceptions of GBL for students with ADHD.
Main Results:
- EFLSE teachers view GBL as feasible and acceptable for engaging ADHD students and improving attention.
- Challenges identified include implementation and the need for individualized approaches.
- Benefits highlighted include enhanced problem-solving, assessment, collaboration, and academic skill acquisition.
Conclusions:
- GBL holds promise as an educational tool for students with ADHD within EFLSE contexts.
- Findings can inform the development of evidence-based GBL interventions for this population.
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