Teachers' Perceptions of Game-Based Learning for Students with Special Needs: A Focus on ADHD

Teachers' Perceptions of Game-Based Learning for Students with Special Needs: A Focus on ADHD

Teachers' Perceptions of Game-Based Learning for Students with Special Needs: A Focus on ADHD

Berkin Gencoglu

Abstract

"This study investigates the perceptions and observations of teachers regarding the implementation of Game-Based Learning (GBL) for students with special needs, with a focus on ADHD, mainly in the Swedish educational system. Utilizing a qualitative research methodology, semi-structured interviews were conducted with six educators experienced in special education and GBL. The data were analyzed using thematic analysis, guided by the Technology Acceptance Model (TAM), to identify key themes related to the benefits, challenges, and attitudes towards GBL. The findings indicate that GBL significantly enhances student engagement and motivation, facilitates easier and more permanent learning, and improves academic performance. However, challenges such as inadequate teacher training, limited resource access, and scepticism among educators were also identified. These results underscore the need for targeted professional development and better resource allocation to maximize the potential of GBL in supporting students with special needs and ADHD. This research contributes to the existing literature by providing valuable insights into the practical implementation of GBL and its impact on students with special needs and ADHD."

Reference

Gencoglu, B. (2024). Teachers' Perceptions of Game-Based Learning for Students with Special Needs: A Focus on ADHD. (Master’s thesis, Jönköping University). https://www.diva-portal.org/smash/record.jsf?pid=diva2:1878751

Keywords

adhd, game-based learning, special education, teachers’ perceptions, challenges and opportunities