Integrating serious games in the educational experience of students with intellectual disabilities: towards a playful and integrative model. By Constantinos Mourlas & Maria Saridaki

1. Integrating serious
games in the
educational
experience of
students with
intellectual
disabilities:
towards a playful
and integrative
model

2. • Epinoisi Project
• Goal Net Project
• Long Term Case
Studies

3. EPINOISI R&D project - www.media.uoa.gr/epinoisi - 2007-2008
400 teaching hours specialized training program for 200 primary, secondary and
special education teachers supporting students with mild intellectual disability
(MID), on the subject of serious games and new technologies.
Goal Net Project - www.goal-net.eu – 2008-2009
Integrating serious games to classrooms of students with intellectual disabilities.
Specifically designed vocational training games and software were used and the
gaming material was a blend of accessible and motivating e-learning material
Long Term Case Studies – 2009-2012
Series of game based learning sessions in a Special Elementary School for
students with moderate intellectual disability and in an integrated classroom of
an General Education Elementary School and documented the outcomes. The
educators documented their experience regarding the design of the integration,
the application and the aftermath

4. • Observational checklists - evaluation on accessibility,
learning effectiveness, engagement, innovation, cultural
appropriateness
• End point interviews with the educators
• Focus Groups with educators and students
• Full documentation of their experience
• Design Documents
•Soft Outcomes STAR tool
included metrics of change before
and after the GBL intervention on
confidence, self esteem,
participation, attendance,
motivation, time keeping and other
soft skills

5. • Test their abilities and make mistakes in a judgmental-
free and personalized environment.
• High engagement and participation
• Alterations in their attitude towards educational
issues - intrinsic motivation
• Assist student with
intellectual disabilities
virtually prepare for
social integration,
practical academic skills,
vocational training and
safety

6. Issues and Drawbacks
• Lack of prior gaming knowledge (how to choose?)
• Practical issues during gameplay (how to use?)
• Focus on educational content not skills (how to access)
• Accessibility and usability issues, non adaptive games
Teachers were willing to use games
as an educational tool but
questioned their ability to
integrate them in their learning
scenario

7. Need for an integrating model of GBL
• GBL should blend with the classical learning
scenario
• Digital games an non-digital play should combine
(role playing games etc)
• A database of accessible, adaptable and suitable
games in order to be able to create the educational
content and alter some elements or even the
structure of the game easily, “without the
requirements of a programming background”

8. The Role of the Educator
Researcher
Co-gamer Facilitator

9. the role of the researcher
The educator as a
researcher has the control
of the intervention, being
able to identify the
personalized needs of her
students and the potential
or possible limitations of
the chosen games.

10. the role of the facilitator
The educator as a facilitator is able to maintain
fun, immersion, flow experience, coordinate
the intervention and promote communication
and cooperation between students

11. the role of the supportive co-gamer
The educator in the role of the co-gamer
provides feedback of the actual gaming
process in order to estimate the progress of
the intervention, and reassess the educational
possibilities or mistakes for the next GBL
interventions

12. How to and
next steps
• GBL application design documents through the
use of questionnaires or observation logbooks
• Role that offers a continuous feedback -
evaluation of the whole integrative process of
digital games in the classroom

13. The Role of the Educator
Researcher
Game Based
Game Design
Teaching
Co-gamer Facilitator