Fostering the Life Skills of Learners With Intellectual Disabilities Using Interactive Technologies: A Motivational Model‐Based Digital Game‐Based Training Approach.
Background: For learners with intellectual disability, it is a challenge and crucial issue to foster their life skills. These learners generally encounter several problems during the learning process, such as difficulties paying and maintaining attention, difficulties with memory and application and...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 19 |
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| Autores principales: | , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184016321&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016321 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016321 184016321 184016321 10.1111/jcal.70026 184016321 ppf: 1 ppct: 18 formats: tig: atl: Fostering the Life Skills of Learners With Intellectual Disabilities Using Interactive Technologies: A Motivational Model‐Based Digital Game‐Based Training Approach. aug: au: Chang, Chun‐Chun Hwang, Gwo‐Jen Ou, Liang‐Shiou affil: Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan sug: subj: Social Skills Training Taiwan Persons with Intellectual Disabilities Education Learning Methods Attention Confidence Personal Satisfaction Video Games Utilization Motivation Human Taiwan Female Male Clinical Trials Quasi-Experimental Studies Control Group Scales Teaching Methods Summated Rating Scaling Audiorecording Anxiety Problem Solving Content Analysis Comparative Studies Data Analysis Software Descriptive Statistics Female Male ab: Background: For learners with intellectual disability, it is a challenge and crucial issue to foster their life skills. These learners generally encounter several problems during the learning process, such as difficulties paying and maintaining attention, difficulties with memory and application and slow learning ability. Life skills training can help them facilitate their physical functions, maintain cognitive memory ability and strengthen their ability to play a greater role in society. Objective: Conventional training for learners with intellectual disabilities is generally taught with traditional lectures and demonstrations, which could lack interaction and immediate feedback. To address this issue, by referring to the attention, relevance confidence and satisfaction motivational model, a digital game‐based training approach is proposed. Method: To confirm the effectiveness of the approach, this study experimented with a life skills training course for learners with intellectual disabilities using a pre‐ and post‐test design for 6 months. One class of learners comprised the experimental group trained with the digital game, while the other class was the control group that learned with conventional training. The learners' learning achievement, anxiety level, learning attitude, problem‐solving tendency, learning satisfaction and learning perceptions were assessed. Results and Conclusions: The findings indicate that digital game‐based training enhanced the learning achievement, learning attitudes, problem‐solving tendency and learning satisfaction of students with intellectual disabilities, while also reducing their anxiety levels. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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