EFL Special Education Teachers' Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders.

IF 2.7 3区医学 Q2 PSYCHIATRY

Journal of Attention Disorders Pub Date : 2024-09-01 Epub Date: 2024-07-25 DOI:10.1177/10870547241265877

Amr M Mohamed, Tahany S Shaaban, Hassen Alazhar Jmaiel

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引用次数: 0

Abstract

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients.

Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning.

Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills.

Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.

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EFL 特殊教育教师的观点：评估针对多动症行为障碍的游戏式学习。

研究目的本研究旨在考察英语作为外语的特殊教育教师（EFLSE）对基于游戏的学习方法解决多动症患者行为障碍的看法：研究涉及英语为外语的特殊教育教师样本（n = 131），他们填写了一份调查问卷，以确定他们认为游戏式学习的可行性、可接受性和帮助程度：结果：研究表明，EFLSE 教师认为游戏式学习是一种可行的、可接受的方法，它能吸引多动症学生，帮助他们在游戏式学习活动中保持注意力。然而，实施和个性化方法被认为是面临的挑战。此外，EFLSE 教师强调了游戏式学习的益处，包括改进问题解决、评估方法、协作和学习技能：本研究为教育工作者、政策制定者和研究人员提供了见解，有助于为多动症学生提供游戏式学习的循证干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Attention Disorders PSYCHIATRY-

CiteScore

7.60

自引率

6.70%

发文量

审稿时长

6-12 weeks

期刊介绍： Journal of Attention Disorders (JAD) focuses on basic and applied science concerning attention and related functions in children, adolescents, and adults. JAD publishes articles on diagnosis, comorbidity, neuropsychological functioning, psychopharmacology, and psychosocial issues. The journal also addresses practice, policy, and theory, as well as review articles, commentaries, in-depth analyses, empirical research articles, and case presentations or program evaluations.