Abstract
The use of new technological and learning methods that help to improve the learning process has resulted in the inclusion of the video games as active elements in the classrooms. Videogames are ideal learning tools since they provide training skills, promote independence and increase and improve students’ concentration and attention. For special education students with learning difficulties, it is very important to adapt the game to each student’s cognitive level and skills. New game technologies have helped to create alternative strategies to increase cognitive skills in the field of Special Education. This chapter describes our experience in video games design and in new forms of human–computer interaction addressed to develop didactic games for children with communication problems such as autism, dysphasia, ictus or some types of cerebral paralysis.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Huzinga, J. (2000) Homo Ludens. Ed. Alianza
Provenzo, E. (1991) Video kids. Cambridge: Harvard University Press
McFarlane, A., Sparrowhawk, A., Heald, Y. (2002) Report on the educational use of games: An exploration by TEEM of the contribution which games can make to the education process. http://www.teem.org.uk/publications/teemgamesined full.pdf
Cesarone, B. (2000) Juegos de videos: Investigación, puntajes y recomendaciones. ERIC Digest ED446825.
Gardner H. (1993) Frames of Mind: The Theory of Multiple Intelligences. Basic Books. ISBN 978-0465025107
Malone, T.W. & Lepper, M.R. (1987) “Intrinsic Motivation and Instructional Effectiveness in Computer-based Education.” In R.E. Snow & M.J.Farr (Eds.) Aptitude, Learning and Instruction. Volume 2: Conative and affective process analyses. Lawrence Erlbaum Associates, Hillsdale, N. J., pp. 243–286.
Keller, J.M., & Kopp, T.W. (1987) An application of the ARCS model of motivational design. In C.M. Regeluth (eds.), Instructional theories in action: Lessons illustrating selected theories and models. Lawrence Erlbaum Associates, New York, pp. 289–320.
Csíkszentmihályi, M. (1990) Flow: The Psychology of Optimal Experience. Harper and Row, New York
Norman, D. A., (2004) Emotional Design: Why We Love (or Hate) Everyday Things. Basic Books, New York
Glassner, A. (2004) Interactive Storytelling: Techniques for 21st Century Fiction. Ed. Ak Peters.
González Sánchez, J. L., Cabrera, M. and Gutiérrez, F. L. (2007) Using Videogames in Special Education” R. Moreno-Díaz et al. (eds.), EUROCAST-2007, Springer-Verlag Berlin Heidelberg, LNCS 4739. pp. 360–367.
Sidman, M. (1971) Reading and auditory-visual equivalente. Jounal of Speech and Hearing Research, 14, pp. 5–13
González Sánchez, J. L., Cabrera, M., Gutiérrez, F. L. (2007) Diseño de Videojuegos aplicados a la Educación Especial. VIII Congreso Internacional de Interacción Persona-Ordenador (INTERACCION-2007. pp. 35–45
García, C. V., Luciano, M. C. (1997) SuperLecto-Escritura. Programa para el aprendizaje de la Lectura y Escritura. Ediciones Némesis, S. L. ISBN: 84-922930-8-X
Acknowledgments
This study and work is financed by the Consejería de Educación (Education Department) de la Junta de Andalucía (of the Council of Andalusia) as a part of SC@UT Project and the F.P.U Programme of the Ministry of Education and Science, Spain.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag London Limited
About this chapter
Cite this chapter
González Sánchez, J., Cabrera, M., Gutiérrez, F., Zea, N.P., Paderewski, P. (2009). Design of Videogames in Special Education. In: Macías, J., Granollers Saltiveri, A., Latorre, P. (eds) New Trends on Human–Computer Interaction. Springer, London. https://doi.org/10.1007/978-1-84882-352-5_5
Download citation
DOI: https://doi.org/10.1007/978-1-84882-352-5_5
Published:
Publisher Name: Springer, London
Print ISBN: 978-1-84882-351-8
Online ISBN: 978-1-84882-352-5
eBook Packages: Computer ScienceComputer Science (R0)