The effect of educational computer games on learning of mathematics concepts among students with autism spectrum disorder

Document Type : Research Paper

Author

Ph.D. student in educational technology, Allameh Tabatabaei University, Tehran, Iran

Abstract

Introduction: Despite technological capacity and its positive effects on the quantity and quality of teaching and learning, training students in the field of special educational needs unfortunately, far transformations has occurred and requires serious attention in this field. The aim of this study the impact of computer games on learning mathematics concepts among students withautism spectrum disorder.
Materials and Methods: This clinical trial was conducted in 2013-14. Participants consisted of 30 students with autism spectrum disorders in Tehran who were randomly divided into two groups: experimental and control. Pre-test learning in both experimental and control groups were conducted by the researcher. In the experimental group, teacher educated mathematics concepts (addition, subtraction, multiplication and division) completely then the computer games provided as a complement to concepts being taught. The descriptive and analytical statistics (covariance analysis) used for data analysis.
 Results: The results showed that the significant difference in the mathematics learning in experimental group compared to the control group (P≥0.001).
Conclusion: It seems that computer games can be used in mathematics learning among students with autism spectrum disorder and it is suggested that modern educational technologies especially computer games use in teaching of mathematical concepts in addition to traditional methods.

Keywords


  1. Newton D, Eren R, Ben-Avie M. Visual supports for individuals with autism spectrum disorders. J Spec Educ Technol 2013; 28(2): 53-8.
  2. Adam T, Tatnall A. Use of ICT to assist students with learning difficulties: An actor-network analysis. IFIP Adv Inform Commun Technol 2010; 324: 1-11.
  3. Boser K, Lathan C, Safos C, Shewbridge R, Samango-Sprouse C, Michalowski M. Using therapeutic robots to teach studens with autism in the classroom. In: Boser K, Goodwin M, Wayland S. (editors). Technology tools for students with autism. Baltimore: Paul H. Brookes; 2014: 85-104.
  4. Lou Y, Abrami PC, Apollonia S. Small group and individual learning with technology: a meta analysis. Rev Educ Res 2012; 71(3): 449-521.
  5. Woodward J, Rieth H. A historical review of technology research in special education. Rev Educ Res 2011; 67(4): 503-36.
  6. Becker K. The magic bullet: A tool for assessing and evaluating learning potential in games. Int J Game-Based Learn 2011; 1(1): 19-31.
  7. Mulloy A, Lang R, Reilly M, Sigafoos L. Gluten-free and casein-free diets in treatment of autism spectrum disorders. A systematic review. Res Autism Spectr Disord 2010; 4: 328-39.
  8. Margharet G, Richard G. Foundations of education of exceptional children: What teachers should know about special education. Sharifidaramadi P. (translators). Tehran: Danje; 2007. (Persian)
  9. Matson JL, Kozlowski AM. The incrensing prevalence of autism spectrum disorder. Res Autism Spectr Disord 2011; 5: 418-25.
  10. Velayati E. [Computer games and role in teaching and student learning mentally retarded]. Journal of exceptional education 2012; 109: 46-54. (Persian)
  11. Honeycutt BT. Students' perceptions and experiences in a learning environment that uses an instructional games as a teaching strategy. Ph.D. Dissertarion. United States of North Carolina.
  12. Velayayi E, Zaraii Zavaraki A. [The effects of computer games on learning, retention and motivation for academic achievement of students with mental retardation]. Special psychology 2013; 9(3): 122-8. (Persian)
  13. Akhavast A. [Educational games and its impact on teaching-learning process educable mentally retarded students]. Journal of exceptional education 2009; 91: 40-9. (Persian)
  14. Mohamadi M. [Evaluation of school teachers about the effectiveness of play in learning and social and emotional development of students with intellectual disabilities in elementary school]. 1999, Shahid Bahonar undergraduate thesis Higher Education Center. (Persian)
  15. Baghbani AR. [Use mnemonics for program improvement metacognition in people with severe intellectual disabilities]. Special education 2008; 81: 55-60. (Persian).
  16. Farahbod M. [Effect of fine motor skills in children 6-4 years old educational games support center nursery safe, 1999]. MS. Dissertation. University of Medical Sciences. (Persian)
  17. Kim S, Chang M. Computer games for the math achievement of diverse students. Educ Technol Soc 2010; 13(3): 224-32.
  18. Reis MG, Cabral L, Peres E, Bessa A, Valente A, Morais R, et al. Using information technology based exercise in primary mathematics technology of children with cerebral palsy and mental retardation: A case study. Turk Online J Educ Technol 2010; 9: 106-118.
  19. Mazurek M, Wenstrup C. Television, video game and social media use among children with ASD and typically developing siblings. J Autism Dev Disord 2013; 43(6): 1258-71.
  20. Ferguson B, Gillis J, Sevlever M. A brief group intervention using video games to teach sportsmanship skills to children with Autism Spectrum Disorders. Child Fam Behav Ther 2013; 35(4): 293-306.
  21. Mongillo G. Instructional games: scientific language, concept understanding, and attitudinal development of middle school learners. Ph.D. Dissertarion. Fordham University, 2006.
  22. Costa S, Resende J, Soares, F., Ferreira, M., Santos, C., Moreira, F. Applications of simple robots to encourage social receptiveness of adolescents with autism. Conference Proceedings: Annual International Conference of the IEEE on Engineering in Medicine and Biology Society; 2009: 5072-5.
  23. Newton D, Eren R, Ben-Avie M. Visual supports for individuals with autism spectrum disorders. J Spec Educ Technol 2013; 28(2): 53-8.