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Using Game-Based Learning to Improve the Academic Achievement of Intellectually Challenged Learners in Inclusive Settings: A Case From South Africa
Abstract
Education is continuously changing as new approaches emerge to meet the needs of learners with developmental disabilities. One newer approach is game-based learning. Game-based learning is defined as using games as a primary lesson while keeping learning as the desired outcome. Learners with intellectual disabilities usually have cognitive, motor, auditory, language, and psychosocial difficulties. Research states that most intellectually challenged learners drop out of school because of a lack of motivation and engagement in learning. Researchers have found that game-based learning improves learner performance and has helped generate a positive environment. This qualitative case study consists of a sample of 36 teachers in 4 secondary schools in Pretoria. Data was collected through semi-structured interviews, and thematic analysis was adopted. The Gamified Learning Theory underpins the study. Findings revealed that few teachers who use games in their teaching and learning confirmed that Game-based learning can draw learners into their learning and keep their attention.
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