探索游戏化工具对解码和写作技能的教育需求的影响和可接受性:试点研究
Francesca Anderle1, Angela Cattoni2, Paola Venuti1
1Laboratory of Observation, Diagnosis, and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy.
Research in developmental disabilities
|March 14, 2025
概括
游戏化的数字工具在提高特殊教育需求 (SEN) 儿童的阅读和写作技能方面表现有前途. 虽然有效,但需要个性化方法才能在SEN群体中取得显著的收益.
科学领域:
- 教育 技术 技术 教育 技术
- 包容性教育包括教育.
- 发展心理学 发展心理学
背景情况:
- 在包容性教育中,辅助技术的使用正在增长.
- 游戏化的数字工具为增强学习提供了潜力.
- 了解它们对有特殊教育需求 (SEN) 的儿童的影响至关重要.
研究的目的:
- 探索两个游戏化的数字工具的影响和可接受性.
- 评估动机,参与,解码和写作技能的改进.
- 为了比较神经类型儿童和SEN儿童之间的结果.
主要方法:
- 一项探索性研究,涉及有和没有SEN的8-10岁儿童.
- 一个12小时的干预期与两个游戏化的数字工具.
- 神经类型和SEN组之间的比较分析,以及SEN组内的比较分析 (集体与个人培训).
主要成果:
- 在所有组的解码流性,准确性和写作技能的初步改善.
- 参与者对游戏化工具的接受度很高.
- 对SEN群体的一些措施缺乏统计学意义,这表明需要个性化干预.
结论:
- 游戏化干预显示出在各种学习环境中作为补充工具的潜力.
- 这些工具可以增强动机和包容性.
- 建议对更大的样本和随机对照试验进行进一步的研究,以验证研究结果并探索个性化.
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