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Our study results substantiate the generally assumed motivational potential of augmented reality
games. Because of the novelty of the topic and the aim to provide comprehensive insights into
game-based learning for learners with disabilities, conference papers were considered. Annetta,
Minogue, Holmes and Cheng (2009) allude to issues with student engagement, suggesting that
games may capture their attention initially, but learners may face complex problems that are
distracting and could result in a lack of engagement. As such, an analysis based on AT, which has
been applied in numerous domain areas, will help increase the effectiveness of using game-based
learning for learners with disabilities. Digital educational games are educational games which are
supported by different information technology and digital platforms ( Lin and Lin, 2014; Aslan and
Balci, 2015 ) to promote learners' understanding of a given learning content. Article types Author
guidelines Editor guidelines Publishing fees Submission checklist Contact editorial office Frontiers
in Psychology. Specifically, it supports the development of analytical reasoning skills and self-
directed learning, cooperative skills and group problem-solving, which are essential for learners with
disabilities ( Dziorny, 2007 ). Consequently, this review is intended to fill this gap by including
different disabilities (e.g., hearing impairment, autism spectrum disorder, and intellectual disability).
Eye-gaze tracking was used in game-based learning, which aimed to improve learners' attentional
interaction (e.g., Bernardini et al., 2014 ) and auditory skills and monitor their performance (e.g.,
Hatzigiannakoglou and Okalidou, 2019 ). Gomez Augmented Reality (AR) is a technology that has
been seen to have potential in the educational sector for some years due to the tremendous positive
impact that it could generate when used in teaching and learning processes. This study addresses that
topic by providing a systematic review, which analyses and critically appraises the current state of
knowledge and practice in the use of ARGBL applications in primary education. Among the 14
studies where parents were involved, 6 involved parents who filled out questionnaires (e.g.,
Malekian and Askari, 2013 ) or were interviewed (e.g., Al Mahmud and Soysa, 2020 ) to provide
historical and background information. Eighteen studies had games involving simple “click and
check,” where players interact with the game using the mouse or pointing at the touchscreen. In
other words, this means that whenever you buy something on Amazon from a link on here, we
receive a small percentage of its price. However, the focus of this project was to provide a mobile
educational game for their smart phones that is related to their course. The first two often have many
learners whose profiles are clearly documented; hence, administrative workload on filtering and
selecting learners will be lessened. Finally, to train executive functions and concentration, strategies
such as learning-by-doing ( Kang and Chang, 2019 ) and integrating real settings ( Kuswardhana et
al., 2015 ) were used. Table 3 shows the eight types of technologies used in game-based learning.
The main findings from this review provide the current state of the art research in ARGBL in
compulsory education. No use, distribution or reproduction is permitted which does not comply with
these terms. Images should be at least 640?320px (1280?640px for best display). Not every child
will have the background knowledge or interest in digital games to instantly captivate their attention.
Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack
of parental engagement, difficulty of standardising performance measures due to the heterogeneity
of learner profiles and contradictions (e.g., opposing views among experts on the role of educational
games in social interactions). This application aims at teaching words by providing models of objects
and tests the progress, resulting in a better learning experience for the user. For learners with
disabilities, more targeted learning objectives such as teaching sign language can be formulated to
meet their needs. For the analysis, we use game design patterns for mobile games and Bloom's
taxonomy of educational objectives. Based on the assessment results, it is possible to offer adaptive
game-based learning to learners in a specific disability category. In all studies, parents gave consent
to researchers, but only in a few studies did they actively engage in designing or participating in the
game-based learning process. Plass, Richard E. Mayer and Bruce D. Homer “a thorough introduction
to the most recent findings and theories in computer game learning and instruction. According to its
efficacy and utilities, this study has assessed and compared the game-based e-Learning system with
the traditional learning and other e-Learning systems. The experimental results have indicated that
the proposed game-based e-Learning system can outperfor. Finally, recommendations were made
under each activity component.
As in all fields, expectations are influenced by the advancement of science and technology for the
use of emerging technologies in educational environments. First, associations with local special
learning centres, special schools and universities can be formed. In this context, the “education area”,
“the level of education of the participant”, “dependent variables”, “data collection tools”, “research
methods used”, “type of AR used”, “software used in the development phase of the application”,
factors such as “advantages and limitations t. Since complex and interacting factors affect the design
and perceptions of tools in special education ( Pearson, 2009 ), it is crucial to move beyond the
technology itself and understand how different stakeholders can collaborate (e.g., identifying
disability profiles, standard practises, and distributed duties) to achieve a goal. First, learners were
involved in (a) attending baseline assessments, (b) conducting practise trial in game-based learning,
(c) participating in experiments, (d) undergoing post-test examinations and (e) providing feedback on
their reactions to game-based learning. Share to Twitter Share to Facebook Share to Pinterest.
Specifically, the connexion between different activity components can create more effective learning
and generate greater benefits for learners with disabilities. Technologies such as VR “may offer not
only an enjoyable pastime but also an opportunity to develop the motor, cognitive and social skills
attributed to play activities” ( Kirshner et al., 2011 ). It concludes with encouraging fellow
researchers to look deeper into this topic by enlisting the points for Future Scope of this application.
However, after the experiment, the authors concluded that neither eye tracking nor VR headset led to
difficulties for individuals in the sample, which turned them into proper devices for this kind of
training. Furthermore, the current limitations indicate that future GBA research would benefit from
the use of bigger data samples and more specialized algorithms. Based on our results, we discuss
current trends in the field and open challenges (including replication and validation problems),
providing recommendations for the future research agenda of the GBA field. Collaborations with
local learning centres, associations and universities are encouraged to expand the talent pool in
designing and testing more suitable game-based learning for learners with disabilities. UTP E-
Learning is a website created for students to ease the usage of the website; it is also a platform for
the students to upload and download any education related notes or files ( ). With each passing day,
new software or gadgets are being introduced in the tech market that improves our lives in one way
or another and makes it much more comfortable. By empowering the physical world with virtual
information, Augmented Reality (AR) creates new opportunities for education. In all studies, parents
gave consent to researchers, but only in a few studies did they actively engage in designing or
participating in the game-based learning process. Moreover, given their stable background and sites,
systematic studies can be conducted, decreasing the dropout rate of learners during the experiments.
In other words, this means that whenever you buy something on Amazon from a link on here, we
receive a small percentage of its price. This application aims at teaching words by providing models
of objects and tests the progress, resulting in a better learning experience for the user. Here are some
of our favorite game-based learning resources from our GameUp partners, thought leaders and
organizations we admire. Handbook of Game-Focused Learning is grounded on psychological and
learning sciences theory and is based on empirical findings, in contrast to other works on the subject
that focus on game development or best practices. After removing duplicate papers, 1,856 papers
remained. This field is commonly known as game-based assessment (GBA), which refers to the use
of games to assess learners' competencies, skills, or knowledge. Plass, Richard E. Mayer and Bruce
D. Homer “a thorough introduction to the most recent findings and theories in computer game
learning and instruction. The authors also present a concept of an AR simulation game for Android
devices for teaching basic 3D graphics principles and stimulating 3D modelling skills. For learners
with different disabilities, game-based learning should be designed targeting specific disabilities
instead of generalising it based on popularity or trend. It improves one's ability to take in and grasp
things. As the number of participants increases, safety and accessibility issues should also be
considered when selecting locations such as for those in wheelchairs. Specifically, this study can
provide a reference for educators, game designers and policy makers about the effective design and
delivery of game-based learning for learners with diversified disabilities. In this experiment, nine
deaf users reported good experiences towards the game and found it useful.
In this context, Valentini et al. (2017) and Ghanouni et al. (2020) mentioned that universities should
collaborate with associations to enhance accessible learning. This application is not only for
entertainment but also it provides learning’s to the user base on the specific lessons includes on it. A
Systematic Literature Review From the Activity Theory Perspective. Most of the time, as long as
there is an internet, they can have an access in the lessons and they can easily review their lessons.
Such guidelines will promote practitioners' efficiency in designing game-based learning while
maintaining a high level of accessibility and appropriateness for learners with different disabilities.
One way to achieve this is to incorporate more multiplayer games or involve games that incorporate
group work ( Othman et al., n.d. ), which allow learners to share their ideas. Hatzigiannakoglou and
Okalidou (2019) used Virtual Reality (VR) to help children with cochlear implants to be familiar
with the device and to develop auditory skills based on Erber's model. Digital Game Based Learning
is one approach that is proving to be a potentially effective method for engaging learners (Yang,
2012) in a context that is both familiar and appropriate, yet it can be challenging for teachers to
implement (Whitton, 2012). Therefore, a systematic literature review using the Activity Theory (AT)
was conducted to analyse studies about game-based learning for learners with disabilities. According
to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system
with the traditional learning and other e-Learning systems. The experimental results have indicated
that the proposed game-based e-Learning system can outperfor. Tapping into this content seems to
be the natural next step for education, especially considering the versatility and adaptability features
(Schaff, 2012) that games can offer for differentiated instruction. The remaining 315 papers were
considered and assessed as full texts; 219 of these papers did not pass the inclusion criteria. For
instance, 17 had learners in primary school, middle school and high school (e.g., Bouzid et al., 2016
). Collaborations with local learning centres, associations and universities are encouraged to expand
the talent pool in designing and testing more suitable game-based learning for learners with
disabilities. With the popularisation of electronic games and the transformation of education
concepts, users started gradually accepting games as learning tools ( Seaborn and Fels, 2015 ).
Abakcus is the best curation site for only math and science. Furthermore, the current limitations
indicate that future GBA research would benefit from the use of bigger data samples and more
specialized algorithms. Based on our results, we discuss current trends in the field and open
challenges (including replication and validation problems), providing recommendations for the future
research agenda of the GBA field. Through this, they will be able to maximize their class hours with
the used of this online quiz system. As the number of participants increases, safety and accessibility
issues should also be considered when selecting locations such as for those in wheelchairs. Learning
objectives for music, art and dance class should also be created, and various technologies should be
selected so that learners with disabilities can access learning equity as technology flourishes. In this
game, children learn to recognise animal sounds, discriminate sounds and understand simple orders.
See Full PDF Download PDF See Full PDF Download PDF Related Papers Augmenting the
learning experience in Primary and Secondary school education: A systematic review of recent
trends in augmented reality game-based learning Dr. Nikolaos Pellas, Panagiotis Fotaris, Ioannis
Kazanidis There is a significant body of research relating to augmented reality (AR) uses for learning
in the Primary and the Secondary education sectors across the globe. However, there is not such a
substantial amount of work exploring the combination of AR with game-based learning (ARGBL).
Plass, Richard E. Mayer and Bruce D. Homer “a thorough introduction to the most recent findings
and theories in computer game learning and instruction. To achieve the highest level of effectiveness,
games should be used to engage learners in active learning where they are motivated to solve
problems while learning curriculum based content. Download Free PDF View PDF SSRN Electronic
Journal SARS-CoV-2 Spread, Detection, and Dynamics in a Megacity in Latin America Zulma M.
The term “serious game” was first used by Apt (1970) to describe games designed for learning.
Storyline and non-player characters (e.g., Navarro-Newball et al., 2014; Stylianidou et al., 2020 )
were also widely used to help learners obtain a sense of control of the learning environment. No use,
distribution or reproduction is permitted which does not comply with these terms. The use of game-
based learning for learners with disabilities fulfils no one is left behind in education, thereby
achieving the fourth SDG of “ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all.”.
By empowering the physical world with virtual information, Augmented Reality (AR) creates new
opportunities for education. Leading researchers in the field who contributed to the article provide a
variety of viewpoints, including cognitive, motivational, emotional, and sociocultural ones. This is a
potential research niche, as no previous study has reported the use of adaptive learning in game-
based learning for learners with disabilities. Therefore, clarifying their meanings and relationships can
help to understand the scope of the current study. Strategies and methods of addressing these needs
are varied and with newer demands of accommodating these 21 st Century learners with
opportunities to acquire skills in collaboration; innovation and problem solving; communication and
creativity, there are many new approaches to choose from. Based on the findings for RQ1, this
review also provided recommendations based on each activity component so that existing challenges,
gaps and contradictions can be minimised in the future design and implementation of game-based
learning for learners with disabilities. They examine studies on whether (and how) computer games
can assist students in learning academic material and skills, as well as which game features, such as
feedback, incentives, adaptivity, narrative theme, and game mechanics, can enhance the educational
value of these games. For the analysis, we use game design patterns for mobile games and Bloom's
taxonomy of educational objectives. Annetta, Minogue, Holmes and Cheng (2009) allude to issues
with student engagement, suggesting that games may capture their attention initially, but learners
may face complex problems that are distracting and could result in a lack of engagement. After the
training period, all three ASD children were able to satisfactorily learn abilities, which were
maintained, for at least 2 weeks. Learning objectives for music, art and dance class should also be
created, and various technologies should be selected so that learners with disabilities can access
learning equity as technology flourishes. However, it remains unclear how ARGBL applications can
impact students' motivation and performance in primary education. Moreover, no study adopted
technology in designing game-based learning that aims to improve learners' visual impairments, and a
few types of technologies were adopted to enhance different learning outcomes. Download Free
PDF View PDF SSRN Electronic Journal SARS-CoV-2 Spread, Detection, and Dynamics in a
Megacity in Latin America Zulma M. As the number of participants increases, safety and
accessibility issues should also be considered when selecting locations such as for those in
wheelchairs. Any product that may be evaluated in this article, or claim that may be made by its
manufacturer, is not guaranteed or endorsed by the publisher. Most of the time, as long as there is an
internet, they can have an access in the lessons and they can easily review their lessons. However, it
is seen that most existing literature reviews were concerned with the examination of the
effectiveness of game-based learning on a specific disability. You can create a new account if you
don't have one. Although ARGBL has the potential to enable new forms of teaching and transform
the learning experience, it remains unclear how ARGBL applications can impact students’
motivation, achievements, and learning performance. Please enable JavaScript Source Code Top 90
Visual Basic Project Ideas. As a result, educators have lately craved to develop effective teaching
activities that allow the school children to learn some subjects and to play the games simultaneously.
Specifically, it supports the development of analytical reasoning skills and self-directed learning,
cooperative skills and group problem-solving, which are essential for learners with disabilities (
Dziorny, 2007 ). Consequently, the designed game or experiment might be convenient for one
disability type but not for another. The Internet is a great way to deliver information, and it plays and
will continue to play a significant role post COVID-19. For learners with different disabilities, game-
based learning should be designed targeting specific disabilities instead of generalising it based on
popularity or trend. As part of this SRL, four sources of information were consulted: IEEE, ACM,
Springer, and Elsevier, from which forty-two primary studies were analyzed that describe educational
initiatives that incorpo. However, after the experiment, the authors concluded that neither eye
tracking nor VR headset led to difficulties for individuals in the sample, which turned them into
proper devices for this kind of training. Because of the novelty of the topic and the aim to provide
comprehensive insights into game-based learning for learners with disabilities, conference papers
were considered. For instance, design strategies for games involving learners with two yet distinct
disabilities could adopt guidelines under those two categories, demonstrating accessibility for all
learners ( Valentini et al., 2017; Ojeda-Castelo et al., 2018 ).
The remaining 315 papers were considered and assessed as full texts; 219 of these papers did not
pass the inclusion criteria. For experiments conducted in special classrooms, where other learners
were also doing some activities, learners who underwent experiments might get distracted ( Everhart
et al., 2011 ). It is “a sound instructional strategy that promotes student engagement” (Schaff, 2012,
p. 61). Yet there is enough skepticism to require careful consideration and to reflect on how this
method might be integrated most successfully. Compared with other extracurricular activities, the e-
Learning system reflects the fact that school children are very interested in the games. Based on a
comprehensive taxonomy of application areas for AR in primary education, ARGBL can potentially
influence the students' attendance, knowledge transfer, skill acquisition, hands-on digital experience,
and positive attitudes in laboratory experimental exercises for different courses. Consequently, the
designed game or experiment might be convenient for one disability type but not for another.
Finally, to train executive functions and concentration, strategies such as learning-by-doing ( Kang
and Chang, 2019 ) and integrating real settings ( Kuswardhana et al., 2015 ) were used. Table 3
shows the eight types of technologies used in game-based learning. This is a book review, published
on the Journal of Children and Media, written by Amy Shirong Lu (2012) on 'Video Games and
Learning: Te. After the training period, all three ASD children were able to satisfactorily learn
abilities, which were maintained, for at least 2 weeks. Please enable JavaScript Source Code Top 90
Visual Basic Project Ideas. Although ARGBL has the potential to enable new forms of teaching and
transform the learning experience, it remains unclear how ARGBL applications can impact students’
motivation, achievements, and learning performance. Digital Game Based Learning is one approach
that is proving to be a potentially effective method for engaging learners (Yang, 2012) in a context
that is both familiar and appropriate, yet it can be challenging for teachers to implement (Whitton,
2012). They also look at applications, such as games for learning STEM subjects, developing
cognitive skills, learning for the workforce, and assessment. Figure 1 presents the study selection
process as recommended by the PRISMA group ( Moher et al., 2010 ). Finally, based on the degree
of agreement between the choices made by the two independent authors in selecting papers, Cohen's
kappa was calculated to test inter-rater reliability. However, it is seen that most existing literature
reviews were concerned with the examination of the effectiveness of game-based learning on a
specific disability. Specifically, this study probed the design, implementation, and outcomes of
game-based learning for special education research through the perspective of Activity Theory.
Another proposal for hearing impairment was from Bouzid et al. (2016), who proposed the computer
game MemoSign to teach sign language. Download Free PDF View PDF A Systematic Review of
Augmented Reality Game-Based Applications in Primary Education Ioannis Kazanidis, Dr. Nikolaos
Pellas Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the
education sector worldwide as it has the potential to enable new forms of learning and transform the
learning experience. The Internet is a great way to deliver information, and it plays and will continue
to play a significant role post COVID-19. In GBL research, the following three terms are always
used namely: serious games, educational games and digital educational games ( Pan et al., 2021 ).
These three terms have similarities and differences among their definitions. Abakcus is the best
curation site for only math and science. Since complex and interacting factors affect the design and
perceptions of tools in special education ( Pearson, 2009 ), it is crucial to move beyond the
technology itself and understand how different stakeholders can collaborate (e.g., identifying
disability profiles, standard practises, and distributed duties) to achieve a goal. The application of
Augmented Reality (AR) in the classroom has the potential to improve on traditional doctrine.
Article types Author guidelines Editor guidelines Publishing fees Submission checklist Contact
editorial office Frontiers in Psychology. Ideally, the class should be aware of the learning goals for
using a Digital Game-Based Learning approach and initially some time should be taken to ensure
that students understand the basics of how to play the game before this tool is implemented.
Through this, they will be able to maximize their class hours with the used of this online quiz
system. In this study, game-based learning is considered as any environment which uses various
technology and platforms, as well as applies games or related elements, concepts, mechanisms or
designs to teach a given concept or subject ( Deterding et al., 2011 ). UTP E-Learning is a website
created for students to ease the usage of the website; it is also a platform for the students to upload
and download any education related notes or files ( ). To ensure the credibility of Horner's quality
indicators, the researchers checked them against the essential quality indicators for experimental
research in special education ( Gersten et al., 2005 ) and found that Horner's criteria sufficiently
fulfilled items for describing participants, implementation of the intervention and description of
comparison conditions and outcome measures. Here are some of our favorite game-based learning
resources from our GameUp partners, thought leaders and organizations we admire.
After the training period, all three ASD children were able to satisfactorily learn abilities, which
were maintained, for at least 2 weeks. They examine studies on whether (and how) computer games
can assist students in learning academic material and skills, as well as which game features, such as
feedback, incentives, adaptivity, narrative theme, and game mechanics, can enhance the educational
value of these games. In total, 21 studies published between 2012 and 2017 in 11 indexed journals
were analysed, with 14 studies focusing on Primary education and 7 on Secondary. West, this article
discusses how blogs, social media and video games can foster education. In all studies, parents gave
consent to researchers, but only in a few studies did they actively engage in designing or
participating in the game-based learning process. Figure 1 presents the study selection process as
recommended by the PRISMA group ( Moher et al., 2010 ). Finally, based on the degree of
agreement between the choices made by the two independent authors in selecting papers, Cohen's
kappa was calculated to test inter-rater reliability. Images should be at least 640?320px (1280?640px
for best display). Each category has its own lessons and the students can take a quiz after they have
read the lessons ( ). This set of criteria was valid because case design is commonly used in special
education research, and a large proportion of the selected studies employed case design. Based on
the assessment results, it is possible to offer adaptive game-based learning to learners in a specific
disability category. Finally, recommendations were made under each activity component.
Educational games in a narrow sense are electronic games specially developed for educational
purposes ( Moreno-Ger et al., 2008 ). Educational games in a broad sense not only involve traditional
games ( Vos et al., 2011 ), but also include all educational software, teaching aids, toys with the
characteristics of both education and fun. Students are able to acquire their knowledge and to foster
logical skills via this game-based e-Learning system. In GBL research, the following three terms are
always used namely: serious games, educational games and digital educational games ( Pan et al.,
2021 ). These three terms have similarities and differences among their definitions. This game is
based on the Memory Match Game, which includes a 3D human character who reproduces signs to
facilitate the learning process for users. To ensure the credibility of Horner's quality indicators, the
researchers checked them against the essential quality indicators for experimental research in special
education ( Gersten et al., 2005 ) and found that Horner's criteria sufficiently fulfilled items for
describing participants, implementation of the intervention and description of comparison conditions
and outcome measures. Based on the findings for RQ1, this review also provided recommendations
based on each activity component so that existing challenges, gaps and contradictions can be
minimised in the future design and implementation of game-based learning for learners with
disabilities. However, it remains unclear how ARGBL applications can impact students' motivation
and performance in primary education. Third, snowball sampling can be used to tap more users by
“asking participants to pass along recruitment information to other potential participants” ( Ghanouni
et al., 2020 ). Lastly, working with local schools may also increase sample size, but consideration and
caution must be given to learners' prior knowledge and learning environments. Therefore, a
systematic literature review using the Activity Theory (AT) was conducted to analyse studies about
game-based learning for learners with disabilities. UTP E-Learning is a website created for students
to ease the usage of the website; it is also a platform for the students to upload and download any
education related notes or files ( ). Ideally, the class should be aware of the learning goals for using a
Digital Game-Based Learning approach and initially some time should be taken to ensure that
students understand the basics of how to play the game before this tool is implemented. The
usability (e.g., Ghanouni et al., 2020 ), effectiveness (e.g., Goker et al., 2016 ), and accessibility
(e.g., Chaves et al., 2021 ) of game-based learning were also examined using selected measuring
scales. Article types Author guidelines Editor guidelines Publishing fees Submission checklist
Contact editorial office. For experiments conducted in special classrooms, where other learners were
also doing some activities, learners who underwent experiments might get distracted ( Everhart et al.,
2011 ). This could help to investigate how game-based learning impacts those learners, as well as the
associated advantages and challenges. Trends and the vision towards the future are also discussed, as
ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition,
hands-on digital experience, and positive attitude towards their learning. Our study results
substantiate the generally assumed motivational potential of augmented reality games. Future
research directions could focus on developing game-based learning environments for learners who
have the less investigated disabilities according to the findings of the current systematic review, such
as specific language impairment. Leading researchers in the field who contributed to the article
provide a variety of viewpoints, including cognitive, motivational, emotional, and sociocultural ones.
Furthermore, educational games designed by a single research team or unspecialised game designers
were unlikely to cater to learners with different types of disability and their learning needs since
learners have a variety of disabilities. As part of this SRL, four sources of information were
consulted: IEEE, ACM, Springer, and Elsevier, from which forty-two primary studies were analyzed
that describe educational initiatives that incorpo. Storyline and non-player characters (e.g., Navarro-
Newball et al., 2014; Stylianidou et al., 2020 ) were also widely used to help learners obtain a sense
of control of the learning environment. With the popularisation of electronic games and the
transformation of education concepts, users started gradually accepting games as learning tools (
Seaborn and Fels, 2015 ). Please enable JavaScript Source Code Top 90 Visual Basic Project Ideas.
In all studies, parents gave consent to researchers, but only in a few studies did they actively engage
in designing or participating in the game-based learning process. By empowering the physical world
with virtual information, Augmented Reality (AR) creates new opportunities for education.
Collaborating with universities is also a good option because they usually have advanced corollary
equipment and undergrad research volunteers who help monitor the process. To ensure the credibility
of Horner's quality indicators, the researchers checked them against the essential quality indicators
for experimental research in special education ( Gersten et al., 2005 ) and found that Horner's criteria
sufficiently fulfilled items for describing participants, implementation of the intervention and
description of comparison conditions and outcome measures. Since complex and interacting factors
affect the design and perceptions of tools in special education ( Pearson, 2009 ), it is crucial to move
beyond the technology itself and understand how different stakeholders can collaborate (e.g.,
identifying disability profiles, standard practises, and distributed duties) to achieve a goal. The study
results indicated that ARGBL applications are mainly used to document the design and development
process, as well as to share preliminary findings and student feedback. Within the scope of this study,
it is aimed to analyze scientific studies on game-based learning and the use of AR in educational
activities systematically. This set of criteria was valid because case design is commonly used in
special education research, and a large proportion of the selected studies employed case design.
Eighteen studies had games involving simple “click and check,” where players interact with the
game using the mouse or pointing at the touchscreen. More than half of the studies (56%) had sample
sizes Hulusic and Pistoljevic, 2012; Kang and Chang, 2019 ). Here are some of our favorite game-
based learning resources from our GameUp partners, thought leaders and organizations we admire.
The use of game-based learning for learners with disabilities fulfils no one is left behind in education,
thereby achieving the fourth SDG of “ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all.”. Thus, a total of 96 studies were eligible for further analysis.
In this experiment, nine deaf users reported good experiences towards the game and found it useful.
Compared with other extracurricular activities, the e-Learning system reflects the fact that school
children are very interested in the games. The benefits of this project is that it can be used and play
by the students during their free time and especially outdoor. Future research directions could focus
on developing game-based learning environments for learners who have the less investigated
disabilities according to the findings of the current systematic review, such as specific language
impairment. Figure 1 presents the study selection process as recommended by the PRISMA group (
Moher et al., 2010 ). Finally, based on the degree of agreement between the choices made by the two
independent authors in selecting papers, Cohen's kappa was calculated to test inter-rater reliability.
After searching the relevant databases, two authors analysed the retrieved papers by title, abstract
and if necessary, by full text based on a predefined inclusion and exclusion criteria defined in Table
1. According to its efficacy and utilities, this study has assessed and compared the game-based e-
Learning system with the traditional learning and other e-Learning systems. The experimental results
have indicated that the proposed game-based e-Learning system can outperfor. Another proposal for
hearing impairment was from Bouzid et al. (2016), who proposed the computer game MemoSign to
teach sign language. First, the number of learners with disabilities is limited during school hours, and
“it would have given a better perspective if learners were able to play it at home with their parents or
guardians” ( Bendak, 2018 ). Specifically, this study aims to answer the following research questions.
We've tried to uncover some possible research opportunities for game-based approach in Education.
The students will pay more attention in this educational game because they can enjoy themselves
playing while they are learning ( ).