Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders

Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders

Corey D. C. Heath, Troy McDaniel, Sethuraman Panchanathan
Copyright: © 2019 |Pages: 28
DOI: 10.4018/978-1-5225-5790-6.ch009
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Abstract

Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students' success by providing an engaging learning environment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students.
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Discussion Of Engagement Features

The goal of engagement features in educational games is to facilitate a state of being where the user is receptive to the game’s learning objects. Like games for entertainment, educational games need to provide an experience that is rewarding, reduces frustration, and encourages the user to invest in the experience. Key engagement features used in educational games focus on creating individualized experiences, captivating stimulation, feedback on progress and performance, facilitation of social interactions, and novelty of the experience. Individualization can be broken into two core components - adaptation and personalization. Captivating stimulation is composed of narratives and sensory appeal. Feedback systems are comprised of rewards and reactions to actions taken in the game.

Key Terms in this Chapter

Flow State: A mental state in which an individual is fully immersed in the current activity.

Serious Games: A game that has a primary purpose other than entertainment, such as education.

Attention Disorders: A neurological condition that manifests as an inability to maintain attention, hyperactivity, or impulsive behavior that interferes with development or functioning.

Extrinsic Motivation: When the motivation to participate in a behavior is based on achieving rewards apart from an individual’s natural satisfaction.

Learning Disabilities: A neurological condition that presents a barrier to knowledge acquisition that is not attributed to a physical, intellectual, or developmental disability.

Intrinsic Motivation: When the motivation to participate in a behavior is based on an individual finding the experience naturally satisfying.

Universal Design for Learning: An educational framework focused on providing flexible learning environments to support diverse learners.

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