Gamification is increasingly being applied in education to engage and motivate learners. Yet the application of gaming elements can be problematic because it can have a negative effect on cognitive load (CL) and on working memory (WM). This is a particular issue for children with learning disabilities who suffer from deficits in working memory. While studies have explored the relationship between gamification and cognitive load, there is little research to address the management of cognitive load in gamified learning applications for children with learning disabilities. This study is suggesting a framework based on existing guidelines derived from HCI concepts and cognitive load theories to design user-centered gamified applications for children with learning disabilities to exploit their limited WM capacity and manage cognitive load.
|Title of host publication||CHI EA 2019 - Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems|
|Subtitle of host publication||Weaving The Threads of CHI|
|Publication status||Published - 9 May 2019|
|Name||Conference on Human Factors in Computing Systems - Proceedings|
Shaban, A., & Pearson, E. (2019). A Learning Design Framework to Support Children with Learning Disabilities Incorporating Gamification Techniques. In CHI EA 2019 - Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems: Weaving The Threads of CHI  (Conference on Human Factors in Computing Systems - Proceedings). https://doi.org/10.1145/3290607.3312806