Learning through Play: The Role of Learning and Engagement Theory in the Development of Educational Games for Intellectually Challenged Children

Abstract

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.