Figure 9 - uploaded by Marcia Aparecida Silva Bissaco
Content may be subject to copyright.
Source publication
In this study, we show the effectiveness of a virtual environment comprising 18 computer games that cover mathematics topics in a playful setting and that can be executed on the Internet with the possibility of player interaction through chat. An arithmetic pre-test contained in the Scholastic Performance Test was administered to 300 children betwe...
Context in source publication
Context 1
... a structure of cognitive skills for the profile of the games there are Working memory in Figure 3, Spatial visualisation in Figure 4, Quantity representation, using number symbols in Figure 5, Processing continuous and discrete quantities in Figure 6, Reading and writing numbers in Figure 7, Constructing the significance of the number from its various uses in society in all Figures, Calculation procedure development in Figure 8 and Recognition of measurable quantities in Figure 9. ...
Similar publications
In this research the concept of game refinement is linked to a new approach of neuroscience in order to model the force of the game information acting in the brain. The amount of force acting in the brain is related to the emotional impacts in the mind as an excitement or an addiction to the game. Measures of the acceleration of the game informatio...
Citations
... In general, their performance improved and they wanted to continue the activities because they had aroused their curiosity and were a motivation for learning. The intervention included games that helped students develop [62]: ...
The contribution of working memory both in the educational process and in our everyday life is considered very important and is widely accepted by the scientific community. Working memory is what helps humans to retain information and mentally perform a series of actions. This paper examines working memory in people with dyslexia and dyscalculia. The aim of the paper is to suggest ways to improve working memory as a method of intervention for children with dyslexia and dyscalculia using ICT.
... En la infancia, los juegos ayudan a desarrollar determinadas habilidades físicas (fuerza, velocidad, resistencia, imaginación), biológicas (mejora de las emociones, cooperación), emocionales (confianza en sí mismo, resolución de problemas, control de emociones), cognitivas (memoria, creatividad, atención), lenguaje (pensamiento racional, libertad de expresión) y sociedad (empatía, cooperación, respeto) (Vukićević et al., 2019;Burte et al., 2020;de Vink et al., 2022;de Castro et al., 2014). ...
La investigación tuvo como objetivo determinar la influencia de los juegos tradicionales en la mejora del aprendizaje de matemática en estudiantes de quinto y sexto grado de una institución educativa del nivel primaria, Mochal 2022. La metodología empleada en la elaboración de este artículo corresponde a un enfoque cuantitativo de investigación aplicada, con diseño pre experimental, constituido por un grupo de 31 estudiantes, quienes fueron la muestra a quienes se les aplicó el pre y post test. Los resultados obtenidos después de aplicar el programa basado en juegos tradicionales muestran que, en ambos grupos, hubo una diferencia significativa menor a 5% (p=0,000< 0,05), concluyendo que la aplicación de los juegos tradicionales mejora significativamente el aprendizaje de matemática.
... Four studies explored the feasibility of VRGs on SLDs, such as dyslexia, dysgraphia, and dyscalculia. The results showed that people with SLD improved in their attention control skills, resulting in significant improvements in learning performance [106][107][108][109]. Motivation and interest in learning increased [107]. ...
... The results showed that people with SLD improved in their attention control skills, resulting in significant improvements in learning performance [106][107][108][109]. Motivation and interest in learning increased [107]. Participants could better deal with negative feelings under stressful tasks, such as problem-solving and reading comprehension [109]. ...
... Castro et al. [109] evaluated the impact of a virtual environment that incorporated eighteen mini games for children with dyscalculia in improving their working memory, spatial visualization, and other mathematical skills. Players in the form of avatars played the role of a monkey attempting to save a turtle. ...
Inclusion, equality, and well-being for all, especially for people with special needs and disabilities, is globally recognized as a priority. At the same time, there is an urgent need to create digital training environments for people with special educational needs and disabilities (SEND). Virtual reality (VR) and gaming technologies have entered the race at full speed for skills training. Despite significant research on each of these technologies, there is still limited knowledge about the effectiveness of virtual reality games (VRGs) in targeted groups such as those with SEND. Thus, the current systematic review paper aims to investigate the effectiveness of gaming in virtual reality as an intervention strategy for meta-skills training among people with neurodevelopmental, cognitive disorders, and learning difficulties. The PRISMA 2020 methodology was used to respond to the objective and research questions. This study also emphasizes the mediating role of motivations, metacognition, and emotional intelligence as important assets for meta-skills development. The database search generated 1100 records, and 26 studies met the inclusion criteria. This study concludes that VRGs have the potential to support people with SEND in terms of raising motivation and developing metacognitive skills, as well as in developing the emotional intelligence skills needed for inclusion, accomplishment, an independent life, and personal well-being. As was observed, VRGs provided the subjects with positive experiences, allowing them to internalize motivations and-with less effort-develop self-motivated, self-regulated, and flexible behaviors.
... The majority of studies of interventions using digital tools for training maths have been implemented in dedicated game sessions in school classrooms or in the laboratory (e.g., Castro et al., 2014;Gouet et al., 2018;Li and Ma, 2010;Lopez-Morteo and López, 2007;Rosas et al., 2003). For the families of many learners, one-on-one interventions in controlled laboratory settings may not be feasible, for instance, if training requires returning daily to the laboratory for completing all the sessions (Cheung et al., 2020). ...
Many early learners need individualized support when regular teaching is not readily available. Here we present results of a progressive digital game that was played at home rather than under the supervision of the teacher. "NumberBeads" was designed to help low attaining learners, but also typical early learners. The game required learners to construct objects-sets and digits-to match a target object, and was played at home using an online platform. The participants were first-graders (n=140) enrolled in 10 classrooms randomly assigned to two groups. One group played NumberBeads, requiring students to construct solutions in a microworld of sets and digits. Another group played a similar game, NumberChoice, which contained the same elements, sets and digits, but used multiple-choice questions with right/wrong feedback. Results showed that learners using both games were able to complete the game unsupervised at home, but there was greater improvement with NumberBeads especially with learners identified as low attaining. Overall these findings support the feasibility of boosting early numeracy at home using a game designed to help basic numerical competence that requires no teacher supervision, and very little guidance by parents or carers.
... However, Benavides-Varela et al.'s study did not explore the effects on different math abilities, while the present study found that basic arithmetic operations (e.g., addition, subtraction) rather than numerical and quantitative processing skills (e.g., counting, number line, non-symbolic comparison) were enhanced after training. In the included studies, basic arithmetic operations were measured using addition and subtraction tasks, and these basic arithmetic skills were intensively trained by digital game-based intervention programs (Cheng et al., 2020;de Castro et al., 2014;Hallstedt et al., 2018;Mohd Syah et al., 2016;Räsänen et al., 2009;Salminen et al., 2015). Studies reporting negative training effects on numerical and quantitative processing all used counting skills as measures in pre-and post-tests (i.e., Aunio & Mononen, 2018; n = number of outcomes; k = number of studies; Hedges' g = effect size; SE = standard error of the estimated effect size; CI = confidence interval; T pre = pre-test of treatment groups; T Post = post-test of treatment groups; T Follow-up = follow-up test of treatment groups. ...
Digital game-based training programs have recently been used to train the cognitive abilities of children with neurodevelopmental disorders (NDDs). However, the effects of training remain controversial. The present meta-analysis explored the effectiveness of digital game-based training in children with NDDs and examined the possible moderators of its effects. Twenty-nine studies with cognitive outcomes in 1535 children were included in the present meta-analysis. The results showed that digital game-based training could significantly enhance the core cognitive abilities of children with each type of NDDs and that training could be used remotely. Meanwhile, task content and game features of digital game-based interventions separately make unique and significant contributions to the training effects, suggesting that the combination of training content and game features could efficiently improve children's cognition. Although the present study revealed that the training benefits could be maintained over a period of time, more studies are needed to explore the retention effects of digital game-based training. The present study provides a comprehensive understanding of the training effects of digital game-based interventions and new insights for future cognitive training design and application.
... Ainda nesse contexto, Coelho Neto e Blanco (2017) fizeram um mapeamento sobre quais as ferramentas digitais podem ser utilizadas para alunos com discalculia ou dificuldades de aprendizagem da Matemática em sala de aula. A partir da busca realizada, encontrou-se trabalhos que apresentam propostas que visam a auxiliar as crianças com dificuldades de aprendizagem na Matemática, sendo estes: Wilson et al. (2006a); Wilson et al. (2006b); de Castro et al. (2014) e Cezarotto (2016). ...
... Assim, os 55 estudos incluídos durante a seleção inicial foram lidos na íntegra durante a seleção final. Desses 55 estudos, 3 (5,4%) foram incluídos pela aplicação dos critérios de inclusão: Estudo incluído EI_1 (CEZAROTTO; BATTAIOLA, 2016); Estudo incluído EI_2 (de CASTRO et al., 2014); Estudo incluído EI_3 (MEDEIROS et al., 2016). 52 (94.5%) estudos foram excluídos pois satisfazem pelo menos um dos critérios de exclusão. ...
... de Castro et al., 2014. ...
As tecnologias digitais são ferramentas que podem auxiliar em diversos contextos de ensino, principalmente para a educação especial, e no caso desta pesquisa, a discalculia. Este artigo tem como objetivo apresentar os resultados de um estudo realizado para coletar e avaliar evidências sobre ferramentas computacionais gratuitas que auxiliem alunos com discalculia. Para atingir nosso objetivo, realizamos uma revisão sistemática da literatura, que fornece um método objetivo para identificar as evidências existentes relacionadas a um tema de pesquisa. Os resultados indicam que, dos 811 trabalhos encontrados nas 10 bases de buscas, somente 3 abordaram o uso das tecnologias digitais com crianças com discalculia na educação básica no contexto brasileiro. Nesses 3 trabalhos, foram mapeadas 21 ferramentas computacionais. Observou-se que, em relação a produção do conhecimento sobre as tecnologias digitais e a discalculia para o contexto escolar brasileiro, são poucas as pesquisas realizadas, o que pode dificultar a sua utilização nesse contexto.
... Three literature reviews (den Brok & Sterkenburg, 2015;Tamar et al., 2009;Wright & Wolery, 2011) supported the assumption that virtual reality increases skills among individuals with IDD. Four articles highlighted the motivational nature of virtual reality among individuals with IDD (Castro et al. 2014;Chamovitz & Weiss, 2008;Cheng & Chen, 2010;Tamar et al., 2009). ...
... Additionally, students with autism and/or IDDs enjoyed the IVR experience (Roberts-Yates & Silvera-Tawil, 2019). A virtual environment allowed students to integrate thought, feeling, and action (Castro et al., 2014). Ease of use and adaptability makes virtual reality a feasible option for young adults with physical disabilities and IDD (Yalon-Chamovitz & Weiss, 2008). ...
With the capability of virtual reality (VR) interventions outside the field of therapeutic recreation to produce meaningful outcomes in various domains for individuals with varying disabilities, it would be valuable to establish VR as an evidence-based therapeutic recreation practice that could greatly benefit individuals with intellectual and/or developmental disabilities (IDD). This systematic literature review explores VR evidence-based practices with individuals with IDD in various fields. Twenty-two databases were searched in October 2020, and 32 articles were reviewed. Thematic topics included: VR increases skills; VR motivates; VR to support traditional services; most effective types of VR; suitability and accessibility of VR; complimentary support for VR implementation and successful engagement; VR challenges, lessons learned, and needed improvements; and full potential of VR not yet realized. Results revealed a variety of implications and future recommendations that support future research to test VR with individuals with IDD and establish evidence-based therapeutic recreation practice.
... to g = 1.43, as shown in Figures 5 and 6. The highest effect size here was reached with an intervention aiming at dyscalculia students (De Castro et al., 2014) and is therefore also the only study that included a homogeneous student sample. The moderator analyses for both SEN learning and SEN gifted were not significant. ...
Game-based learning has proven to be effective and is widely used in science education, but usually the heterogeneity of the student population is being overlooked. To examine the differential effects of game interventions in STEM (Science, Technology, Engineering and Mathematics) related subjects on diverse student groups, a meta-analysis has been conducted that included 39 studies that compared game-based learning interventions with traditional classrooms in primary and early secondary education. We found moderate positive effects on cognition (g = .67), motivation (g = .51), and behaviour (g = .93). Additionally, substantial heterogeneity between studies was found. Moderator analyses indicated that primary school students achieve higher learning outcomes and experience game interventions as more motivating than secondary school students, whereas gender did not have any moderating effect. There were too few studies reporting information on the remaining moderators (socioeconomic status, migration background, and special educational needs) to include them in a multiple meta-regression model. Therefore, we assessed their role by separate moderator analyses, but these results need to be interpreted with caution. Additional descriptive analyses suggested that game-based learning may be less beneficial for students with low socioeconomic status compared to students with high socioeconomic status. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
... This is contradictory to the conclusions made by Ke and Abras (2013) who state that scaffolding is needed to direct the player through learning activities. The observations made by de Castro et al. (2014) lends support to open world games being an effective model for implementing serious games, however, it would be interesting to see data regarding active playtime, number of games abandoned, and observations regarding on-task behavior in the virtual environment. Prins et al. (2011) randomized the difficulty of the memory sequences for players using the gamified version of their computerized memory trainer, while using an adaptive algorithm for their active control group. ...
... Tom's Rescue incorporated an in-game chat feature that was observed to be frequently utilized by participants. De Castro et al. (2014) states that the chat feature was often used to direct other participants to particular games in the open world. While this type of social interaction promotes engagement through shared experience, chat features could also promote off-task behavior such as discussions unrelated to game or learning objectives, or encouraging unproductive in-game activities. ...
... Competition, discussion, and cooperation were observed occurring informally by Ke and Abras (2013) and Marino, Gotch, et al. (2014). Chat features were a highly-rated feature of Tom's Rescue (de Castro et al., 2014). Shin and Kwon (2014) and Lin et al. (2013) both indicate that competitive leader boards were key motivational features of the games they studied. ...
Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students' success by providing an engaging learning environment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students.
... Elementary school children with dyscalculia interacted with the avatar in a virtual environment to play games and solve engaging challenges in a virtual city and forest. Following two hours per week of instruction for five weeks, children in the intervention group performed better than children in the traditional instruction group (Castro, Bissaco, Panccioni, Rodrigues, & Domingues, 2014). ...
Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.
