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Serious games in K-12 education: Benefits and impacts on students with attention, memory and developmental disabilities

George Papanastasiou (Institute of Informatics and Telecommunications, NCSR Demokritos, Athens, Greece) (Department of Information and Communication Systems Engineering, University of the Aegean, Samos, Greece)
Athanasios Drigas (Institute of Informatics and Telecommunications, NCSR Demokritos, Athens, Greece)
Charalabos Skianis (Department of Information and Communication Systems Engineering, University of the Aegean, Samos, Greece)
Miltiadis D. Lytras (Department Management Information Systems, The American College of Greece, Athens, Greece)

Program: electronic library and information systems

ISSN: 0033-0337

Article publication date: 7 November 2017

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Abstract

Purpose

The purpose of this paper is to explore the integration of serious games (SGs) in the area of special educational needs in the last ten years (2007-2017).

Design/methodology/approach

SGs indicate positive effects on students with special educational needs and promote a multi-sensory style of learning.

Findings

Research showed that SGs are able to keep K-12 education students with attention, memory and developmental disabilities engaged in classroom facilities scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem.

Research limitations/implications

Time constraints, cost and availability of appropriate games as well as the small sample of the individuals being investigated are some of the research limitations the paper refers to.

Practical implications

Learning through SGs has educational values that are based on learning concepts intrinsically motivating.

Social implications

Students with attention, memory and developmental disabilities demonstrate characteristics of engagement, creativity, control and communication.

Originality/value

SGs-based learning has proven its value added to students with attention, memory and executive control difficulties as well as mental or developmental disabilities engaging students better than when using traditional methods.

Keywords

Citation

Papanastasiou, G., Drigas, A., Skianis, C. and Lytras, M.D. (2017), "Serious games in K-12 education: Benefits and impacts on students with attention, memory and developmental disabilities", Program: electronic library and information systems, Vol. 51 No. 4, pp. 424-440. https://doi.org/10.1108/PROG-02-2016-0020

Publisher

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Emerald Publishing Limited

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