6 Proven Benefits of Game-Based Learning for Children with Learning Disabilities

Imagine watching your child or student eagerly and confidently solve complex problems he or she couldn’t in the past, learn new skills, and progress in the classroom — all while having fun. That’s the power of game-based learning for children (especially those with learning disabilities). As parents and educators, we know how challenging it can be to engage and motivate children who face unique learning challenges. That is why game-based learning is a game-changer, offering fun and effective ways to unlock potential and unleash creativity in children. In this article, we explore the proven benefits of game-based learning.

For children with learning disabilities, traditional classroom settings may not always be the best fit for their unique learning needs. Fortunately, game-based learning has emerged as an effective way to engage these students and enhance their learning experience. This method involves using digital games and simulations on various devices to teach skills and concepts, with elements such as fun, play, goals, competition, and problem-solving (Sandberg et al., 2014). Research across subjects like English, math, sciences, and STEAM indicates that game-based learning can improve students’ learning motivation, performance, cognitive load, and reduce anxiety (Su, 2016; Chen and Huang, 2020).

Scholars like Prensky (2001) and Gee (2003) support game-based learning for increasing student engagement and providing meaningful learning experiences. However, Kirriemuir and McFarlane (2004) express concerns about its appropriateness for all students and integration into traditional classrooms, while Malone and Lepper (1987) caution about limited learning outcomes. Despite differing opinions, a meta-analysis by Vogel et al. (2006) found game-based learning to be effective for teaching cognitive and affective outcomes like problem-solving and motivation. The meta-analysis examined numerous studies and synthesized their findings to draw meaningful conclusions. It revealed that game-based learning consistently yielded positive results in improving cognitive abilities, including problem-solving skills, critical thinking, and decision-making. Additionally, game-based learning proved to be an effective motivator, enhancing learners’ engagement, interest, and intrinsic motivation towards the learning process. Similarly, Sitzmann et al. (2011) discovered that game-based learning leads to better learning outcomes compared to traditional methods. This innovative approach has been shown to increase engagement, motivation, and knowledge retention among learners.

Benefits of Game-Based Learning for Children with Learning Disabilities

On the strengths of the submissions that are in favour of the argument, we further explore six of the numerous benefits game-based learning has over traditional methods for children with learning disabilities.

First, findings highlight that game-based learning provides a highly interactive and engaging learning experience that can help keep students motivated and focused. According to a study by Hwang and Wu (2014), incorporating game elements such as immediate feedback, clear goals, and progress indicators into a learning activity can increase students’ motivation and engagement. For example, a language game-based application like Duolingo ABC incorporates immediate feedback for participants. An educational application store describes the application as a “gamified language lesson application with immediate grading on language challenges and rewards, like virtual coins and an increase in your personalized fluency score.” It is one of the best free educational learning applications for kids. These features help students be more engaged, focused, and motivated to complete the learning tasks and demonstrate improvement through the rewards and scoreboard system.

Another benefit is that games can be tailored to meet the individual needs of each student, allowing them to progress at their own pace and address their specific areas of difficulty. For example, a game-based math website like “Art of Problem Solving” offers easier or more difficult levels based on a student’s performance, allowing them to learn at their own pace. This personalized approach helps students address their specific challenges and make progress towards their individual goals.

Games can also provide immediate feedback, which can be crucial for students with learning disabilities who may need more frequent reinforcement. Again, one example of a free game-based learning application is “Khan Academy Kids,” which offers a variety of interactive courses and activities across multiple subjects. This application allows children to progress through the material at their own pace and provides personalized recommendations based on their performance. With this individualized approach, children can address their specific areas of difficulty and build their skills over time.

Additionally, game-based learning allows learners to take risks and make mistakes without the fear of failure, which can help build confidence and self-esteem. One example of a free game-based learning application is “Kahoot,” which allows learners to take risks and make mistakes while answering quiz questions without the fear of failure. The platform provides instant feedback and allows learners to compete against themselves or others in a safe and supportive environment, helping to build confidence and self-esteem.

Furthermore, game-based learning can help develop critical thinking, problem-solving, and decision-making skills. Game-based learning has been recognized as an effective educational approach for fostering the development of critical thinking, problem-solving, and decision-making skills among students. According to Gee (2007), games provide learners with opportunities to engage in authentic problem-solving tasks and make decisions within the context of the game environment. These experiences can enhance learners’ cognitive abilities and enable them to transfer their problem-solving skills to real-world situations. A study by Boyle et al. (2016) investigated the impact of game-based learning on decision-making skills in a sample of students. The researchers found that students who engaged in game-based learning activities demonstrated higher levels of decision-making competence compared to those in traditional instruction. The immersive and interactive nature of games allows students to explore various options, analyze consequences, and make decisions based on their understanding of the game’s rules and objectives.

The final benefit of game-based learning is increased retention of knowledge. Games are designed to be memorable, and learners are more likely to remember what they learn through play. This is because games provide learners with a hands-on, experiential way of learning that is much more engaging than traditional teaching methods. According to Clark (2007), learning that is active and engaging is more likely to be remembered than passive learning. Games are designed to be memorable and engaging, providing learners with a hands-on, experiential way of learning that is more likely to be remembered than traditional teaching methods. This makes game-based learning a valuable tool for educators looking to improve student learning outcomes.

As digital technology increasingly dominates the world, people often overlook the simple joys and benefits of traditional games. In the absence of computer-based games, embracing traditional games can provide a refreshing and valuable avenue for promoting active and engaging learning experiences. Traditional games often involve physical activity, which can contribute to the overall well-being of learners. A study by Tackett et al. (2019) demonstrated that physically active traditional games can improve physical fitness and motor skills in children. Therefore, incorporating traditional games into educational settings can also offer a holistic learning experience that encompasses cognitive, social, and physical development.

In its entirety, game-based learning is an innovative approach to education that can enhance the learning experience anywhere in the world. By incorporating games and simulations into teaching, parents and educators can increase engagement, motivation, and retention of knowledge among learners, especially those with learning disabilities. The use of technology is essential for successful game-based learning, and educators need to be open to exploring new and innovative ways to teach various subjects. As game-based learning continues to gain popularity, it has the potential to improve teaching and learning and enrich the learning experience of children with learning disabilities.

REFERENCES

Berk, L. E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education The National Association for the Education of Young Children

Buckley, P., & Doyle, E. (2016). Gamification and student motivation, Interactive Learning Environments, 24(6), 1162–1175.

Boyle, E. A., Connolly, T. M., Hainey, T., & Boyle, J. M. (2016). Engagement in digital entertainment games: a systematic review, Computers in Human Behavior, 55 (Part A), 923–934.

Clark, R. E. (2007). Learning from serious games Arguments, evidence, and research suggestions Educational Technology, 47(3), 56–59.

Chen, H. L. (2019). The effect of digital game-based learning on science learning: a meta-analysis Journal of Educational Technology and Society, 22(2), 42–53.

Chen, Y. L., & Huang, C. C. (2020). The effect of digital game-based learning on students’ science learning: meta-analysis Journal of Educational Technology and Society, 23(3), 222–36

Deng, Y., Zhang, X., Wang, L., & Zhou, L. (2020). The effect of game-based learning on mathematical competence: a meta-analysis Frontiers in Psychology, 11, 2193.

Dickey, M. D. (2005). Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation Educational Technology Research and Development, 53(1), 115–130.

Gee, J. P. (2003). What do video games have to teach us about learning and literacy?

Gee, J. P. (2007) Good video games and good learning: collected essays on video games, learning, and literacy Peter Lang.

Hwang, G. J., & Wu, P. H. (2014). Applications, impacts, and trends of mobile technology-enhanced game-based learning: A review of 2008–2012 publications in selected SSCI journals, International Journal of Mobile Learning and Organization, 8(2), 83–95.

Hung, C. C., Hsu, Y. S., & Rice, K. (2014). Learner attitudes towards game-based learning Journal of Educational Technology Development and Exchange, 7(1), 1–14.

Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning Futurelab Series. Bristol: Futurelab.

Lin, C. M., Liu, C. H., & Yuan, S. M. (2018). A study of digital game-based learning in science learning: A learning motivation perspective Eurasia Journal of Mathematics, Science, and Technology Education, 14(2), 629–639.

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: a review of the evidence Psychological Bulletin, 139(1), 1–34.

Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning In R. E. Snow & M. J. Farr (Eds. ), Aptitude, Learning, and Instruction III: Conative and Affective Process Analysis (pp. 223–253), Hillsdale, NJ: Lawrence Erlbaum Associates

Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.

Sandberg, J., Marczewski, A., & Bergquist, M. (2014). Game-based learning, serious games, and gamification in education, health, and the military sectors Hershey, PA: IGI Global.

Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2011). The comparative effectiveness of web-based and classroom instruction: a meta-analysis Personnel Psychology, 64(2), 489–528.

Su, Y. J. (2016). The effectiveness of digital game-based learning for scientific literacy: a meta-analysis Educational Technology & Society, 19(2), 219–232.

Tackett, A., Adkins, A., Culp, A. M., Gagné, R. M., & Tackett, W. (2019). Physical activity promotion through traditional games in American Indian and Native Hawaiian communities: a systematic review of the literature Journal of Racial and Ethnic Health Disparities, 6(2), 229–238,

Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer Gaming and interactive simulations for Learning: a meta-analysis Journal of Educational Computing Research, 34(3), 229–243

Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: principles and practices Current Directions in Psychological Science, 25(3), 177–182.

Yang, J., & Chen, Y. (2020). The effects of game-based learning on students’ English reading comprehension and learning motivation EURASIA Journal of Mathematics, Science, and Technology Education, 16(7), em1868.