Understanding the Perspectives and Usability of Digital games for Children with Intellectual Disabilities


  • Dhiyaneshwari RP Mother Teresa women's university
  • Renuga Devi C Mother Teresa Women’s University




Digital Games, Game-Based Learning, Children with Intellectual Disabilities (CWID), Perception, Digital Inclusion


Typically, the digital games are used as a medium for teaching students having intellectual disabilities, and it helps the student to enhance their learning skills and to understand their surroundings. Intellectual disability is a neurological disease that manifests as a deficit in an individual's mental and adaptive functioning during childhood. Moreover, the computer-assisted training has been shown to be the most effective method of instruction for children with disabilities in terms of conceptual learning, academic accomplishment, and skill-based development. Traditionally, some existing research works are done in this field for analyzing the effectiveness of digital games. Accordingly, the main contribution of this research work is to determine the perception of special educators and usability of digital games in educational settings for children with intellectual disabilities. By identifying the needs for their design and use in those children's classes, this study intends to further illuminate how to employ digital games in education as a contribution to improving educable intellectually impaired children's teaching and learning practices. In addition, a case study is conducted in this work using a closed-ended questionnaire on a sample of 60 special educators, handling Children with Intellectual disabilities. According to this case study analysis, the quantitative analysis suggest that special educators have a strong need to use digital games to optimize learning for children with intellectual disabilities and to promote digital inclusion. Based on the outcomes, it is inferred that the digital game based learning could be more helpful and beneficial for the student with intellectual disabilities in real time.


Download data is not yet available.


Alfredsson Ågren, K., Kjellberg, A., & Hemmingsson, H. (2020). Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study. New Media & Society, 22(12), 2128-2145.

Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144.

Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227.

Bendak, L. (2018). Using math app monster numbers for improving calculation of mild intellectual disability students. Middle East Journal of Family Medicine, 16(2), 319-323.

Brooks, E., & Sjöberg, J. (2022). Pedagogical Integration of Digital Game-Based Learning-Processes Involved. Paper presented at the International Conference on Design, Learning, and Innovation.

Chaidi, I., & Drigas, A. (2022). Digital games & special education. Technium Soc. Sci. J., 34, 214.

Chen, P.-Y., Hwang, G.-J., Yeh, S.-Y., Chen, Y.-T., Chen, T.-W., & Chien, C.-H. (2021). Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review. Journal of Computers in Education, 1-22.

Dadure, P., Pakray, P., & Bandyopadhyay, S. (2021). Game-Based Learning: A Future Research Agenda Machine Learning Approaches for Improvising Modern Learning Systems (pp. 50-71): IGI Global.

de Carvalho, C. V., & Coelho, A. (2022). Game-Based Learning, Gamification in Education and Serious Games (Vol. 11, pp. 36): MDPI.

Ekin, C. C., Cagiltay, K., & Karasu, N. (2018). Effectiveness of smart toy applications in teaching children with intellectual disability. Journal of Systems Architecture, 89, 41-48.

Fadhli, M., Sukirman, S., Ulfa, S., Susanto, H., & Syam, A. R. (2022). Gamifying Children's Linguistic Intelligence With the Duolingo App: A Case Study From Indonesia Research Anthology on Developments in Gamification and Game-Based Learning (pp. 1402-1415): IGI Global.

Fahlepi, R. (2020). Decision support systems employee discipline identification using the simple multi attribute rating technique (SMART) method. Journal of Applied Engineering and Technological Science (JAETS), 1(2), 103-112.

Gallud, J. A., Carreño, M., Tesoriero, R., Sandoval, A., Lozano, M. D., Durán, I., . . . Cosio, R. (2021). Technology-enhanced and game based learning for children with special needs: A systematic mapping study. Universal Access in the Information Society, 1-14.

Görgen, R., Huemer, S., Schulte-Körne, G., & Moll, K. (2020). Evaluation of a digital game-based reading training for German children with reading disorder. Computers & Education, 150, 103834.

Hernández, L., Hernández, V., Neyra, F., & Carrillo, J. (2022). The use of Massive Online Games in game-based learning activities. Revista Innova Educación, 4(3), 7-30.

Kemp, J., Chorney, J., Kassam, I., MacDonald, J., MacDonald, T., Wozney, L., & Strudwick, G. (2021). Learning about the current state of digital mental health interventions for Canadian youth to inform future decision-making: mixed methods study. Journal of Medical Internet Research, 23(10), e30491.

Khan, N., Muhammad, K., Hussain, T., Nasir, M., Munsif, M., Imran, A. S., & Sajjad, M. (2021). An adaptive game-based learning strategy for children road safety education and practice in virtual space. Sensors, 21(11), 3661.

Kiguchi, M., Saeed, W., & Medi, I. (2022). Churn prediction in digital game-based learning using data mining techniques: Logistic regression, decision tree, and random forest. Applied Soft Computing, 118, 108491.

Kim, S.-C., & Lee, H.-s. (2021). Effect of game-based cognitive training programs on cognitive learning of children with intellectual disabilities. Applied Sciences, 11(18), 8582.

Kokol, P., Vošner, H. B., Završnik, J., Vermeulen, J., Shohieb, S., & Peinemann, F. (2020). Serious game-based intervention for children with developmental disabilities. Current pediatric reviews, 16(1), 26-32.

Lamrani, R., Abdelwahed, E. H., Chraibi, S., Qassimi, S., & Hafidi, M. (2018). Gamification and serious games based learning for early childhood in rural areas. Paper presented at the International conference on model and data engineering.

Laranjeiro, D. (2021). Development of game-based m-learning apps for preschoolers. Education Sciences, 11(5), 229.

Li, F.-Y., Hwang, G.-J., Chen, P.-Y., & Lin, Y.-J. (2021). Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns. Computers & Education, 173, 104293.

Mao, W., Cui, Y., Chiu, M. M., & Lei, H. (2022). Effects of game-based learning on students’ critical thinking: A meta-analysis. Journal of Educational Computing Research, 59(8), 1682-1708.

Muniandy, T., & Abdullah, N. (2023). A Comprehensive Review: An Innovative Pedagogy for Future Education. International Journal of Online Pedagogy and Course Design (IJOPCD), 13(1), 1-15.

Nuraini, N. L. S., Cholifah, P. S., Oktiningrum, W., & Mahartania, S. Q. G. (2022). Developing Digital Game Based Learning to Support Numeracy of Elementary School Teacher Education Students. Paper presented at the 2022 2nd International Conference on Information Technology and Education (ICIT&E).

Panskyi, T., & Rowinska, Z. (2021). A Holistic Digital Game-Based Learning Approach to Out-of-School Primary Programming Education. Informatics in education, 20(2), 255-276.

Parkash, K. (2022). Utilizing Digital Games To Improve Cognitive, Social, And Learning Skills In Children. Research and Development Journal of Education, 8(1), 46-57.

Pashapoor, L., Kashani-Vahid, L., & Hakimirad, E. (2018). Effectiveness of cognitive computer games on attention span of students with intellectual disability. Paper presented at the 2018 2nd National and 1st International Digital Games Research Conference: Trends, Technologies, and Applications (DGRC).

Ponticorvo, M., Schembri, M., & Miglino, O. (2022). Training and assessing numerical abilities across the lifespan with intelligent systems: The example of Baldo. Expert Systems, 39(1), e12817.

Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. Educational Technology Research and Development, 67(3), 639-663.

Sirin, S., Plass, J. L., Homer, B. D., Vatanartiran, S., & Tsai, T. (2018). Digital game-based education for Syrian refugee children: Project Hope. Vulnerable Children and Youth Studies, 13(1), 7-18.

STAN?IN, K., HOI?-BOŽI?, N., & SKO?I? MIHI?, S. (2020). Using digital game-based learning for students with intellectual disabilities–A systematic literature review. Informatics in education, 19(2), 323-341.

Terras, M. M., Boyle, E. A., Ramsay, J., & Jarrett, D. (2018). The opportunities and challenges of serious games for people with an intellectual disability. British Journal of Educational Technology, 49(4), 690-700.

Toki, E. I., Zakopoulou, V., Tatsis, G., Plachouras, K., Siafaka, V., Kosma, E. I., . . . Pange, J. (2022). A Game-Based Smart System Identifying Developmental Speech and Language Disorders in Child Communication: A Protocol Towards Digital Clinical Diagnostic Procedures. Paper presented at the Interactive Mobile Communication, Technologies and Learning.

Turner, J. S., Taha, K., Ibrahim, N., Neijenhuijs, K. I., Hallak, E., Radford, K., . . . Brown, F. L. (2022). A Proof-of-Concept Study of Can’t Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon.

Vanden Bempt, F., Economou, M., Van Herck, S., Vanderauwera, J., Glatz, T., Vandermosten, M., . . . Ghesquière, P. (2021). Digital game-based phonics instruction promotes print knowledge in pre-readers at cognitive risk for dyslexia. Frontiers in Psychology, 12, 720548.

Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis. International Journal of STEM Education, 9(1), 1-13.

Wang, X.-M., Wang, S.-M., Wang, J.-N., Hwang, G.-J., & Xu, S. (2023). Effects of a two-tier test strategy on students’ digital game-based learning performances and flow experience in environmental education. Journal of Educational Computing Research, 60(8), 1942-1968.

Y?lmaz, A., & Soyer, F. (2018). Effect of physical education and play applications on school social behaviors of mild-level intellectually disabled children. Education Sciences, 8(2), 89.

Zuo, T., Jiang, J., Spek, E. V. d., Birk, M., & Hu, J. (2022). Situating Learning in AR Fantasy, Design Considerations for AR Game-Based Learning for Children. Electronics, 11(15), 2331.




How to Cite

RP, D., & C, R. D. (2023). Understanding the Perspectives and Usability of Digital games for Children with Intellectual Disabilities. Journal of Applied Engineering and Technological Science (JAETS), 5(1), 608–621. https://doi.org/10.37385/jaets.v5i1.1657