An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students With Intellectual Disabilities

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dc.authoridDemir, Ümit / 0000-0003-4899-4895
dc.contributor.authorDemir, Ümit
dc.date.accessioned2025-01-27T20:35:19Z
dc.date.available2025-01-27T20:35:19Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractPurpose:This study aims to research the impact of the e-learning environment, in which game-based education software was used, on the learning of students with intellectual disabilities.Design/Approach/Methods:The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in canakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher, which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection.Findings:The analysis of the findings showed that there was a significant increase between pre-course and post-course attitudes and academic achievement scores of the students. There wasn't a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males' academic achievement and attitude post-test scores were higher than females' scores. Students having upper daily mobile devices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience.Originality/Value:This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations.
dc.identifier.doi10.1177/2096531120940721
dc.identifier.endpage783
dc.identifier.issn2096-5311
dc.identifier.issn2632-1742
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85106411514
dc.identifier.scopusqualityQ1
dc.identifier.startpage761
dc.identifier.urihttps://doi.org/10.1177/2096531120940721
dc.identifier.urihttps://hdl.handle.net/20.500.12428/23629
dc.identifier.volume5
dc.identifier.wosWOS:001098409300011
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofEcnu Review of Education
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectGame-based education
dc.subjectgeometry education
dc.subjectspecial education
dc.titleAn Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students With Intellectual Disabilities
dc.typeArticle

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