Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Exploring the impact and acceptability of gamified tools to address educational needs in decoding and writing skills: A pilot study

The use of assistive technology in the field of inclusive education has expanded significantly. This exploratory study examines the impact and acceptability of two gamified digital tools in enhancing motivation and engagement, as well as supporting the acquisition of decoding and writing skills over a 12-hour intervention period. The project involves children aged 8-10 years old with special educational needs (SEN) in school and clinical settings. After confirming no significant differences in learning outcomes between the two gamified tools in a cohort of 67 neurotypical children, the study proceeds to analyse performance across various groups. Firstly, a comparison is made between neurotypical students and those with SEN in schools. Secondly, performance is compared between groups of children with SEN who underwent training either collectively (14 students in a school setting) or individually (15 students in a children's centre). Preliminary results indicate improvements in decoding fluency, accuracy, and writing skills across groups, with a high level of acceptance reported by participants. However, the lack of statistical significance in some measures, particularly among SEN groups, highlights the need for personalised approaches and further investigation. These findings emphasise the potential of gamified interventions as complementary tools to traditional methods, promoting inclusivity and motivation in diverse learning environments. Future research should validate these outcomes through larger samples and randomised controlled trials to better understand the impact of gamification on learning processes.

Embark on the adventure! Advancing inclusive secondary education through narrative game learning for students with intellectual disabilities

This study explores Universal Design for Learning (UDL) and Game-Based Learning (GBL) to promote the inclusion of secondary school students with intellectual disabilities. Through qualitative methods, including participant observation and post-workshop interviews, the impact of these methodologies was assessed on 31 students, including 5 with intellectual disabilities. The findings highlight how these methodologies enhance accessibility, motivation, and learning outcomes, developing narrative skills and fostering creativity. Challenges in curriculum integration and active student participation are also addressed. This study underscores the transformative potential of UDL and GBL in inclusive education, significantly improving the educational experience for students of varying abilities.

Enhancing inclusive education in the UAE: Integrating AI for diverse learning needs

INTRODUCTION

Artificial Intelligence (AI) mediated systems have become important in educational set-ups, and it is still debatable whether or not they can be useful in special needs education. This qualitative research scrutinizes the experiences and perceptions of exceptional learners, as an example of special needs education, engaged in AI-mediated discussions versus traditional classroom dialogues. The study aims to reveal how these learners process and construct knowledge differently when AI is incorporated into their discussions and how it compares to conventional learning environments.

METHODS

The methodology entailed a detailed qualitative analysis, drawing upon cognitive psychology to assess how exceptional learners process information and engage in higher-order thinking. Data were collected through interviews, observation, and content analysis of AI-mediated discussions.

RESULTS

FINDINGS: from the study highlighted the capacity of AI technologies to offer personalized and intellectually stimulating educational experiences that resonate with constructivist approaches, promoting active learning and tailored instruction for exceptional learners. However, the research also brought to light certain challenges, including the tendency for confirmation bias and the risk of information overload within AI-mediated environments, which can complicate the learning trajectory within the zone of proximal development.

DISCUSSIONS

The study underscores the dynamic interplay between AI technologies and educational processes for exceptional learners. It suggests that while AI can enhance personalized learning, it also introduces unique challenges that must be navigated carefully. Ultimately, this research lays a theoretical and empirical groundwork for the thoughtful integration of AI in supporting inclusive education, emphasizing the importance of continuous evaluation and adaptation.