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Motivational Aspects of Gaming for Students with Intellectual Disabilities

Motivational Aspects of Gaming for Students with Intellectual Disabilities

Maria Saridaki, Constantinos Mourlas
Copyright: © 2011 |Volume: 1 |Issue: 4 |Pages: 11
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781613507124|DOI: 10.4018/ijgbl.2011100105
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MLA

Saridaki, Maria, and Constantinos Mourlas. "Motivational Aspects of Gaming for Students with Intellectual Disabilities." IJGBL vol.1, no.4 2011: pp.49-59. http://doi.org/10.4018/ijgbl.2011100105

APA

Saridaki, M. & Mourlas, C. (2011). Motivational Aspects of Gaming for Students with Intellectual Disabilities. International Journal of Game-Based Learning (IJGBL), 1(4), 49-59. http://doi.org/10.4018/ijgbl.2011100105

Chicago

Saridaki, Maria, and Constantinos Mourlas. "Motivational Aspects of Gaming for Students with Intellectual Disabilities," International Journal of Game-Based Learning (IJGBL) 1, no.4: 49-59. http://doi.org/10.4018/ijgbl.2011100105

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Abstract

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

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