JMIR Publications

ABSTRACT

Background:

This research presents development and evaluation of Intelligent Serious Games (ISG) for developing social and cognitive competences, which targeted children and adolescents with different kind of disabilities, teaching them creativity and social competences through ISG.

Objective:

The central hypothesis of this study was that it is possible, using appropriate learning environments and ISG, to successfully develop cognitive and social competences in children with special needs. The aim of the research was to produce a suite of ISG based on accessible learning objectives for improving key skills, personal development, and work sustainability.

Methods:

In this research, a four-step methodology was introduced. Needs analysis was performed by means of per-country reports and a consolidated overall survey report documenting and resulting in a qualitative and quantitative analysis of findings. This was followed by the second step, development of learning content and third step, ISG games development. In the fourth step we provide a usability evaluation focusing on the research questions and hypothesis. Before the pilot survey, we conducted an initial evaluation of students, using two games, where the main goal was to determine user motivation and initiative and to improve the games and the evaluation process.

Results:

In an initial evaluation with 51 participants from Slovenia, with pre-test, followed by ISG intervention and concluded with post-test, significant statistical improvement has been observed. Based on findings and observations from initial evaluation we improved the games and evaluation process. In the pilot test, which was conducted in all participating countries, on a sample of 93 participants, the average score was 3.9 on the pre-test (before students began using ISG). In the post-test, after students had used ISG, the average score was 4.1.

Conclusions:

This paper focused on presenting the development and evaluation process of ISG for persons with different disabilities, in particular for students with disabilities who are integrated into the mainstream educational system. Such games provide an opportunity for personalized learning and should be tailored in such a way as to ensure that every learner can achieve the highest standard possible. However, it is recommended that adaptations to the games be made based on the students’ needs and capabilities and a specially developed curriculum. From the collected feedback, it was revealed: firstly, children and adolescents with disabilities need appropriately developed ISG, and secondly: ISG, and the pertaining didactic methodology, should be based on an interoperable curriculum, so that teachers/trainers can use them. The student survey confirms improvements in all aspects.