Exploring the Impact of Gamification on Skill Development in Special Education: A Systematic Review

Autor/inn/en	Hussein, Elham; Kan'an, Ashraf; Rasheed, Abeer; Alrashed, Yousef; Jdaitawi, Malek; Abas, Ahmed; Mabrouk, Sherin; Abdelmoneim, Mona
Titel	Exploring the Impact of Gamification on Skill Development in Special Education: A Systematic Review
Quelle	In: Contemporary Educational Technology, 15 (2023) 3, S.443 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hussein, Elham) ORCID (Kan'an, Ashraf) ORCID (Rasheed, Abeer) ORCID (Alrashed, Yousef) ORCID (Jdaitawi, Malek) ORCID (Abas, Ahmed) ORCID (Mabrouk, Sherin) ORCID (Abdelmoneim, Mona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Gamification; Skill Development; Special Education; Literature Reviews; Students with Disabilities; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg
Abstract	Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria' in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01