Abstract
This study aims to shed further light on how to utilize digital games in education as a contribution to developing educable intellectual disabled children's teaching and learning practices via identifying the requirements for their design and use at those children's classes. Notably, the researchers focused on using digital games in promoting educable intellectual disabled children's learning experiences highlighting their different practical mechanisms and teaching practices based on literature review. Also, types of digital games capable of fulfilling the teaching requirements of those children were identified by making a list of the requirements for designing and using digital games-based learning at educable intellectual disabled children's classes consisting of 38 various requirements divided into 3 major dimensions, namely: (1) educational requirements for using digital games-based learning; (2) instructional design requirements for using digital games-based learning; and (3) practical application requirements for using digital games-based learning. Then, the proposed list was applied to a sample consisting of 25 faculty members at 5 Egyptian universities. Following data statistical analysis, it was revealed that the questionnaire total mean score is 2.73 with a relative weight of 90.1%. In a nutshell, such values verify that the questionnaire all proposed requirements are, indeed, very important for using digital games-based learning at educable intellectual disabled children's classes.
Highlights
The term "Intellectual Disability" (ID) is used in educational literature to refer to a specific group of children and adults who suffer from specific shortcomings in their intellectual development, communication ability and weak social skills
Study Goal: This study aims to identify the requirements for using digital games-based learning at educable intellectual disabled children's classes
As Table (5) illustrates, the questionnaire first dimension has a total mean score with a statistically significant value; emphasizing the fact that the educational requirements for using digital games-based learning at educable intellectual disabled children's classes have a high degree of importance
Summary
As a rule of thumb, intellectual disabled children's ability lack is considered an incentive and, at the same time, a challenge for conducting a plethora of research studies and conferences highlighting how to promote their limited psychological, educational, emotional, personal, linguistic. Technium Social Sciences Journal Vol [2, 37-66], January 2020 ISSN: 2668-7798 www.techniumscience.com problems or dealing with required situations at the same time they enjoy high level of joy and excitement; 3- Simulation Games: They enable educable intellectual disabled children/ players to learn how to deal with multiple variables determining the final results and outcomes of a certain situation They enable players, in general, to have some control on managing certain things simulated from real life (e.g. supermarkets, amusement parks, etc.); and 4- Role-Playing Games (RGPGs): They often provide intellectual disabled players with the opportunity for engaging in complete interaction with all the situations and problems they encounter during play. This main question is sub-branched into the following three sub-questions, namely: 1- What are the educational requirements for using digital games-based learning at educable intellectual disabled children's classes?; 2- What are the instructional design requirements for using digital games-based learning at educable intellectual disabled children's classes?; and 3- What are the practical application requirements for using digital games-based learning at educable intellectual disabled children's classes?
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