Advertisement

Design of Adaptative Video Game Interfaces: A Practical Case of Use in Special Education

  • José Luis González SánchezEmail author
  • Francisco L. Gutiérrez
  • Marcelino Cabrera
  • Natalia Padilla Zea
Conference paper

Abstract

The use of new technological and learning methods that help to improve the learning process has produced the inclusion of the video games as active elements in the classrooms. Video Games are ideal learning tools since they provide training skills, promote independence, 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. The present work describes our experience in the design and the use of video game as new forms to create didactic learning tools to pupils with serious communication problems as autism, dysphasia, ictus, or cerebral palsy.

Keywords

Video Game Special Education Educational Content Cognitive User Game Engine 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

This study and work is financed by the Spanish International Commission for Science and Technology (CICYT) and DESACO project (TIN2008-06596-C02-2) and the F.P.U. Programme of the Ministry of Education and Science, Spain.

References

  1. 1.
    Huizinga, J.: Homo Ludens (Ed.) Alianza Editorial, SA Madrid, Spain (2002). ISBN: 9788420635392Google Scholar
  2. 2.
    González Sánchez, J. L.; Cabrera, M.; Gutiérrez, F. L. Diseño de Videojuegos aplicados a la Educación Especial. VIII Congreso Internacional de Interacción Persona-Ordenador. INTERAC-CION-2007. pp. 35–45 (2007).Google Scholar
  3. 3.
    Malone, T.W., Lepper, M.R. 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. pp. 243–286. Lawrence Erlbaum, Hillsdale, NJ (1987).Google Scholar
  4. 4.
    Keller, J.M., Kopp, T.W. An Application of the ARCS Model of Motivational Design. In C.M. Regeluth (Ed.) Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. pp. 289–320. Lawrence Erlbaum, New York (1987).Google Scholar
  5. 5.
    Csíkszentmihályi, M. Flow: The Psychology of Optimal Experience. Harper and Row, New York (1990)Google Scholar
  6. 6.
    Norman, D. A., Emotional Design: Why We Love (or Hate) Everyday Things. Basic Books, New York (2004)Google Scholar
  7. 7.
    García, C. V; Luciano, M. C., SuperLecto-Escritura. Programa para el aprendizaje de la Lectura y Escritura. Ediciones Némesis, S. L. ISBN: 84-922930-8-XGoogle Scholar

Copyright information

© Springer-Verlag London Limited 2009

Authors and Affiliations

  • José Luis González Sánchez
    • 1
    Email author
  • Francisco L. Gutiérrez
    • 1
  • Marcelino Cabrera
    • 1
  • Natalia Padilla Zea
    • 1
  1. 1.Video Games and E-Learning Research Lab (LIVE) – GEDES, Software Engineering Department, University of Granada, C/Daniel Saucedo Aranda, s/nGranadaSpain

Personalised recommendations