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首页> 外文会议>International Conference on Interactive Technologies and Games >Learning through Play: The Role of Learning and Engagement Theory in the Development of Educational Games for Intellectually Challenged Children
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Learning through Play: The Role of Learning and Engagement Theory in the Development of Educational Games for Intellectually Challenged Children

机译：通过游戏学习：学习和参与理论在智力挑战儿童教育游戏中的作用

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Games-based learning is an effective way to get learners actively involved in educational activities. This paper attempts to bridge the gap that exists between learning and engagement theory and systems analysis and design through a multidisciplinary framework for guiding the development of new educational games aimed at intellectually challenged children. Based on this framework a new web-based games platform is designed from the ground up, framed within games-based learning, learner engagement and motivation, and instructional systems development, and supported through the data gathered from a real-life case study. Mixed methods are employed for gathering insights on how intellectually challenged children at the age of 8 to 10 years old engage in learning activities, and for examining ways to help their development using educational games. Realising the role of learning and engagement theory in the development of educational games has a number of implications. Firstly, it emphasises the need to integrate theoretical constructs into the traditional systems analysis and design lifecycle when creating educational applications. Secondly, it confirms educators' central role both as informants in the game analysis and design process and as evaluators of the learning outcomes achieved by incorporating educational games within formal education. The contribution of the current work lies in the adaptation of the traditional system prototyping methodology to account for theoretical insights and on-going evaluation of the expected learning outcomes.
机译：游戏为基础的学习是让学生积极参与教育活动的有效途径。本文试图弥合，通过指导新的教育游戏，旨在智障儿童发展的多学科框架的学习和参与理论和系统的分析和设计之间存在的差距。在此基础上构架一个新的网页游戏平台从底层向上设计，基于游戏的学习，学习者参与和动机，以及教学系统开发框架内的，并通过从现实生活中的案例研究中收集的数据支持。混合方法被用于在8岁至10岁从事学习活动，年龄收集有关如何智障儿童的见解和审查的方式来帮助使用教育游戏的发展。在实现教育游戏的开发学习和参与的作用原理有一些影响的。首先，它强调需要理论构想融入传统的系统分析和创建教育应用程序时设计的生命周期。其次，它确认了教育者都在游戏中分析和设计过程举报人和被纳入正规教育中的教育游戏所取得的学习成果评估中心作用。目前的工作在于传统的系统原型设计方法的适应来考虑的贡献的理论见解和持续的预期学习成果的评价。

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