A Learning Design Framework to Support Children with Learning Disabilities Incorporating Gamification Techniques

Adel Shaban, Elaine Pearson

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearch

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Abstract

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.
Original languageEnglish
Title of host publicationCHI 2019
Subtitle of host publicationWeaving The Threads of CHI
Publication statusPublished - 9 May 2019

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title = "A Learning Design Framework to Support Children with Learning Disabilities Incorporating Gamification Techniques",
abstract = "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.",
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A Learning Design Framework to Support Children with Learning Disabilities Incorporating Gamification Techniques. / Shaban, Adel; Pearson, Elaine.

CHI 2019: Weaving The Threads of CHI. 2019.

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearch

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AB - 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.

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