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Vol.14, No.3, August 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
From Play to Progress: Digital Game-Based Learning in the Education of Students with Intellectual Disabilities
Marian Hostovecky, Miroslava Tokovska
© 2025 Marián Hosťovecký, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 3, Pages 2302-2309, ISSN 2217-8309, DOI: 10.18421/TEM143-35, August 2025.
Received: 30 October 2024. Revised: 12 May 2025.
Abstract:
This literature review examines the potential and efficacy of digital game-based learning (DGBL) for individuals with intellectual disabilities (ID). Given the growing integration of technology in education, DGBL emerges as a compelling pedagogical approach that caters to the diverse needs of learners with intellectual disabilities. This literature review aims to synthesise existing research to provide IT developers, educators, teachers, practitioners, and researchers with insights into improving the design, development, and testing of DGBL applications and implementing knowledge for students with intellectual disabilities. The review's key findings indicate that: (1) Immersive DGBL leads to increased learning outcomes. (2) DGBL facilitates computerised interaction to provide personalised support. (3) DGBL enhances learning with user-driven interactive design. The review concludes with recommendations for future research avenues and practical applications in IT development and educational settings.
Keywords – Digital game-based learning (DBGL), learning environments, computerised interventions, virtual reality (VR), augmented reality (AR), students with intellectual disabilities (SwID), teaching and learning |
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