Abstract
This work introduces an edutainment system specifically designed to help children with intellectual disability (ID) in order to allow them to have an enhanced and enjoyable learning process and addresses the need for integrating physical activity into their daily lives. The proposed system consists of a multimedia technology based games with a tangible user interface. The edutainment system was tested on 77 children with different intellectual disabilities (IDs). The mildly disabled groups achieved best results in terms of scores and coordination, but all the observed groups exhibited high motivation levels. The results proved that the system had very positive effects on the children, in terms of cognition and motivational levels, especially as the children became more physically active in the classrooms. Instructors also expressed willingness to incorporate the edutainment system into the classroom on a daily basis, as a complementary tool to conventional learning.
Highlights
The number of children and youths with disability is increasing dramatically in the whole world [1]
We have divided participants into 3 sets; the first group consists of children with mild disabilities, the second group consists of children with moderate disabilities, and the third group consists of children with severe disabilities
The two others who have moderate cognitive disabilities did not show any signs of motivation or concentration and got bored of the game and refused to participate
Summary
The number of children and youths with disability is increasing dramatically in the whole world [1]. Children with intellectual disability (ID) often have several characteristics, which hold back their development They usually have underdeveloped physical growth, deformation and retarded movement, and balance. Mayer’s cognitive theory of multimedia learning [16] allows children to use their auditory and visual channels in the learning process. It involves active use of their sensory, working, and long term memory to process multimedia elements into logical mental constructs. (iii) Filtering, selecting, organizing, and integrating information are an active part of the learning process According to this theory, there are three important cognitive processes, which the multimedia learner engages in.
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