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Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities: Towards a Playful and Integrative Model

Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities: Towards a Playful and Integrative Model

Maria Saridaki, Constantinos Mourlas
Copyright: © 2013 |Volume: 3 |Issue: 3 |Pages: 11
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466634312|DOI: 10.4018/ijgbl.2013070102
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MLA

Saridaki, Maria, and Constantinos Mourlas. "Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities: Towards a Playful and Integrative Model." IJGBL vol.3, no.3 2013: pp.10-20. http://doi.org/10.4018/ijgbl.2013070102

APA

Saridaki, M. & Mourlas, C. (2013). Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities: Towards a Playful and Integrative Model. International Journal of Game-Based Learning (IJGBL), 3(3), 10-20. http://doi.org/10.4018/ijgbl.2013070102

Chicago

Saridaki, Maria, and Constantinos Mourlas. "Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities: Towards a Playful and Integrative Model," International Journal of Game-Based Learning (IJGBL) 3, no.3: 10-20. http://doi.org/10.4018/ijgbl.2013070102

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Abstract

The purpose of this paper is to present a series of observations made by researchers and educators on the integration of serious games in the educational experience of users with intellectual disabilities (ID). Data were gathered from four different studies and different games were used, in order to identify a successful model of games based learning application. Moreover, results that highlight the motivational importance of playful integration towards the promotion of self determination in students with ID, will be presented. According to the authors’ findings, special education can be benefited from the successful integration of digital games in the educational scenario, creating a safe and personalized educational environment for the students, as well as a valuable motivational tool for the educator - especially when the educator takes a threefold role, able to support a hybrid model of digital and non digital play. Trying to assist the educational efforts of special education teachers, the authors will present the results of a series of case studies and applications, the role of the educator, as well as practical considerations that resulted in the sketch of a model of playful game-based learning integration.

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