Fostering the Life Skills of Learners With Intellectual Disabilities Using Interactive Technologies: A Motivational Model‐Based Digital Game‐Based Training Approach

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(2)

Published: March 24, 2025

ABSTRACT Background For learners with intellectual disability, it is a challenge and crucial issue to foster their life skills. These generally encounter several problems during the learning process, such as difficulties paying maintaining attention, memory application slow ability. Life skills training can help them facilitate physical functions, maintain cognitive ability strengthen play greater role in society. Objective Conventional for disabilities taught traditional lectures demonstrations, which could lack interaction immediate feedback. To address this issue, by referring relevance confidence satisfaction motivational model, digital game‐based approach proposed. Method confirm effectiveness of approach, study experimented course using pre‐ post‐test design 6 months. One class comprised experimental group trained game, while other was control that learned conventional training. The learners' achievement, anxiety level, attitude, problem‐solving tendency, perceptions were assessed. Results Conclusions findings indicate enhanced attitudes, tendency students disabilities, also reducing levels.

Language: Английский

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Influence of digital game-based learning on social collaboration, problem-solving skills, and motivation: An integrative approach of expectancy-value theory and flow theory

Learning and Motivation, Journal Year: 2025, Volume and Issue: 90, P. 102123 - 102123

Published: March 25, 2025

Language: Английский

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Perception of Game-Based Learning and its Impact on Motivation and Engagement among Radiologic Technology Students

Published: April 7, 2025

The study investigates the perception of game-based learning (GBL) and its impact on motivation engagement among third-year radiologic technology students. Utilizing a descriptive-correlational research design, surveyed 100 students from Our Lady Mercy Pulilan in Bulacan. Results indicated very positive GBL, high level motivation, significant engagement. findings further revealed strong correlations between (r = .759), .712), .862). Based findings, an action plan was proposed to sustain perception, GBL.

Language: Английский

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DIGITAL GAME-BASED LEARNING FOR GRAMMAR IN EFL CONTEXTS: A SYSTEMATIC REVIEW

Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Journal Year: 2025, Volume and Issue: 29, P. 396 - 415

Published: April 28, 2025

There is a need for foreign language learners to use efficient grammar learning techniques, considering the importance of knowledge English. Game-based learning, particularly in grammar, has gained attention from learners, educators, practitioners, and academics due technological advancements its significant potential. Searching WOS, ERIC, Scopus employing predetermined Boolean search string, this systematic review examines utilization digital game-based teaching EFL contexts. To guarantee systematic, transparent, meticulous selection analysis pertinent literature, study implemented PRISMA 2020 (Preferred Reporting Items Systematic Reviews Meta-Analyses) framework. For review, 24 publications dating 2010 through 2022 were analysed highlight foci field research. In study, Zotero was employed eliminate duplicate articles, Rayyan facilitated screening process, MaxQDA used coding selected studies. The results indicated that quantitative methods more commonly than mixed qualitative. detailed showed studies various tools, with Kahoot! being frequently incorporating gamification elements, feedback competition. cognitive, affective, behavioural outcomes suggested tools positively affect learners’ achievements performance, increase motivation satisfaction, significantly improve engagement teaching.

Language: Английский

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Enhancing EFL Speaking Skills with AI-Powered Word Guessing: A Comparison of Human and AI Partners

Information, Journal Year: 2025, Volume and Issue: 16(6), P. 427 - 427

Published: May 23, 2025

This study explores the effects of interacting with AI vs. human interlocutors on English language learners’ speaking performance in a game-based learning context. We developed Taboo Talks, word-guessing game which learners alternated between giving and guessing clues either an or partner. To evaluate impact interaction mode oral proficiency, participants completed story retelling task, assessed using complexity, accuracy, fluency (CAF) metrics. Each participant engaged both partner conditions, group order counterbalanced. The results from task indicated modest improvements particularly following Accuracy scores remained largely stable across conditions. Post-task reflections revealed that perceived partners as less intimidating, facilitating more relaxed production, though concerns were noted regarding limited responsiveness. Qualitative analysis gameplay transcripts further contrasting interactional patterns: elicited structured interactions whereas prompted spontaneous variable interactions. These findings suggest AI-mediated can enhance specific dimensions spoken development may serve complementary resource alongside interaction.

Language: Английский

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The CrazySquare project for music learning in Italian school-age pre-adolescents: integrating technology into educational practice

Journal of Computers in Education, Journal Year: 2024, Volume and Issue: unknown

Published: April 30, 2024

Language: Английский

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Enhancing ESG learning outcomes through gamification: An experimental study

PLoS ONE, Journal Year: 2024, Volume and Issue: 19(5), P. e0303259 - e0303259

Published: May 15, 2024

This study investigates the effectiveness of gamification in enhancing learning outcomes Environmental, Social, and Governance (ESG) education. Employing a cluster randomized experiment, research involved 22 classes from four universities, divided into gamified traditional teaching groups. The group engaged with ESG concepts through interactive, game-like elements, while control followed standard educational practices. aimed to determine whether could improve course enhance Psychological Ownership Perceived Importance, thereby influencing outcomes. Data collected post-experiment surveys were analyzed using multiple linear regression Structural Equation Modeling (SEM). Results indicated that students performed significantly better exams compared group, demonstrating academic achievement. SEM analysis further revealed positively impacted which turn improved performance. These findings suggest incorporating education can effectively engage deepen their understanding complex sustainability issues. contributes field by highlighting potential as transformative tool higher education, particularly abstract multifaceted subjects like ESG.

Language: Английский

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Efektivitas Media Pembelajaran Berbasis Augmented Reality Untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi IPAS

Jurnal Penelitian Pendidikan IPA, Journal Year: 2024, Volume and Issue: 10(5), P. 2211 - 2219

Published: May 25, 2024

Technology in the 5.0 revolution is developing very rapidly so it necessary to prepare student face challenges of 21st century by having skills, namely critical thinking Having a low category because teacher using media has not facilitated students think critically tends be monotonous and boring. The purpose this experiment establish effective AR improving learners' skills on IPAS material. study used quantitative research methods with type true pretest-posttest control group design. data collection are test instrument. results were tested Independent T-Test find out enhancing students' then conducted an effectiveness determine application Augmented Reality-based learning improve average value experimental class 58.92 75.98 while conventional 58.80 63.56. Sample obtained 0.000 provisions decision if significant less than 0.05 there sig. effects among posttests. N-Gain result 56.52 which was categorized as sufficient. It synthesized that AR-based improves use test.

Language: Английский

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Storytelling as an Educational Tool to Improve Language Acquisition: A Review of the Literature

JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION, Journal Year: 2024, Volume and Issue: 2(10), P. 781 - 790

Published: March 30, 2024

Storytelling is a well-established means of social interaction, and wealth studies has shown its effectiveness as teaching technique for improving language skills in first (L1) second (L2) development, regardless the age or background learners. Furthermore, it said that storytelling more effective method languages than traditional materials like textbooks. Research generally suggests reason works so well because entertaining, interesting, very memorable. This makes students want to hear stories gets them talking, writing, reading about them. However, research already been done published literature sometimes needs detailed information on techniques used measure effects exact are developed via application. vast majority neglect investigate any potential negative consequences acquisition, leaving us with impression strategy solely beneficial impacts learning language. The goal this review provide thorough overview empirical L2 learning. It also seeks contrast storytelling's efficacy other instructional strategies. identify gaps current need be filled up by future studies. By looking at these questions, scholars teachers will have clearer understanding value environments, which help improve teachers.

Language: Английский

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#InstaMind: teachers’ beliefs on educational technology to promote seamless technology integration in early education

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: June 7, 2024

Background The digital revolution has deeply affected every aspect of our daily lives, including education, transforming how we learn and teach. In Italy, this transformation occurred naturally for the alpha generation, born in era which technology is an integral part their education. Conversely, teachers who are not natives, adapting to technological a considerable challenge. This challenge increasing Italian working with preschoolers. Indeed, prior COVID-19 pandemic, such technologies were sparsely utilized within early study aims explore teachers’ beliefs through internal factors—i.e., self- efficacy, outcome expectations, interest, toward integration educational teaching. Methods To end, standardized Intrapersonal Technology Integration Scale was selected measure beliefs. includes 180 encompasses children currently attending pre-kindergarten, kindergarten, primary Results results obtained from comparison among three groups (pre- education) on factors manifold. Mainly, although all interested technologies, there reluctance low self-efficacy perception use them Specifically, pre-kindergarten perceive themselves as less effective satisfied using than kindergarten teachers. Moreover, greater age teaching experience predict lower level perceived highlighting resistance change. All implications detailed text. Discussion suggests focusing self-efficacy, offering customized training enhance it, exploiting enriching knowledge scientific dissemination seminars, method. conclude, understanding better meet needs digital-native generation harness potential childhood

Language: Английский

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