Conference Paper

Incorporating Serious Games in the Classroom of Students with Intellectual Disabilities and the Role of the Educator

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Abstract

The purpose of this communication is to present a series of observations made by researchers and educators on the incorporation of serious games in the educational experience of users with intellectual disabilities.

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... Identification with the game (a) Must give the user a sense of identity, principally through the main character (gender, set of disabilities, physical characteristics, etc) and by creating interesting stories to users. They also evoke empathy and captivate the users [2], [20,21]; An example are the characters developed by Brandao et al. [22], Betinho and the baby Samuca; (b) The game should provoke emotional reactions [21]; (c) Interaction mechanisms should be designed according to the profile and cognitive limitations of the player. The game should be as configurable as possible in order to meet the needs of everyone [2], [5], [7], [14]; (d) The game should be designed according to the cultural environment of the player [14] ; ...
... (m) Use animations, but avoid the ones that are too fast. Also, avoid the occurrence of too many actions in rapid succession because they can startle the users [12], [18]; (n) The game should offer a varying range of activities, to minimize fatigue or boredom [14], [18]; (o) Maintain balance between success and challenge [20] (p) The game should transmit not only functional knowledge, but also social knowledge [14]; ...
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