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2017 - Volume 1 - Number 2

Special Needs Teachers’ Perceptions on the Educational Digital Game the “Four Forces”

Kleio Mourelatou (PhD student) * kleiw_mour@hotmail.com * ORCID: 0000-0002-9603-2327 * ResearcherID: V-8214-2017
Sofia University “St. Kliment Ohridski”, Faculty of Preschool and Primary School Education

Milen Zamfirov * milen_zamphirov@abv.bg * ORCID: 0000-0003-2231-015X * ResearcherID: V-8511-2017
Sofia University “St. Kliment Ohridski”, Faculty of Preschool and Primary School Education

Open Journal for Educational Research, 2017, 1(2), 75-90 * https://doi.org/10.32591/coas.ojer.0102.03075m
Online Published Date: 20 December 2017

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

KEY WORDS: intellectual disabilities, mathematical difficulties, memory difficulties, digital game, teachers’ perceptions.

ABSTRACT:
It is a well known fact that there is a discrete group of pupils with severe problems in the acquisition of mathematical skills. These problems go beyond a quantitative range, but differ qualitatively from the ways the pupils gain mathematical knowledge from their teachers in the classroom. The central thesis of this survey is the development of the educational digital game the “Four Forces”, and the teachers’ perceptions concerning whether the specific digital game reduce mathematic and memory difficulties in students with intellectual disabilities. This was achieved by comparing and contrasting the teachers’ perceptions on this particular issue through questionnaires via e-mail. Through the survey findings it has been observed that special needs teachers have similar perceptions about the digital math games, which they agree that they could enhance students’ cultivation of memory capacity and could improve the development of numerical skills.

CORRESPONDING AUTHOR:
Kleio Mourelatou, Chrisostomou Smirnis 76, 65404, Kavala, Greece. E-mail: kleiw_mour@hotmail.com.

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