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The Potential of Serious Games to Foster Learning among Children and Adolescents with Disabilities: A Systematic Review

Keller, Christopher and Doering, Anna K. and Makarova, Elena. (2021) The Potential of Serious Games to Foster Learning among Children and Adolescents with Disabilities: A Systematic Review. Digital Culture & Education, 13 (2). pp. 6-36.

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Official URL: https://edoc.unibas.ch/84621/

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Abstract

Serious Games for children and adolescents with disabilities can enhance their learning and respond to their needs in an inclusive educational setting. The aim of this systematic review is to analyze the potential of Serious Games for children and young people with disabilities, thereby providing an overview of effective Serious Games for schools and practitioners in the field of inclusive education. For this purpose, a systematic review of empirical literature found in the database Education Resources Information Centre (ERIC) was conducted, applying a qualitative content analysis. Findings from the 21 reviewed quantitative and qualitative studies indicate that Serious Games provide effective support for achieving learning objectives in certain school subjects and facilitate optimal conditions for learning. We found that Serious Games have strong potential and can make an important contribution to the inclusion of children and adolescents with disabilities in school.
Faculties and Departments:08 Cross-disciplinary Subjects > Institut für Bildungswissenschaften > Fachbereich Pädagogik > Bildungswissenschaften (Makarova)
UniBasel Contributors:Makarova, Elena and Keller, Christopher and Döring, Anna K.
Item Type:Article, refereed
Article Subtype:Research Article
e-ISSN:1836-8301
Note:Publication type according to Uni Basel Research Database: Journal article
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Last Modified:18 Jan 2022 04:11
Deposited On:23 Nov 2021 10:38

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