The Effects of Using Digital Game Based Learning in Primary Classes with Inclusive Education

Abstract

This study investigates the effectiveness of digital games designed specifically for the formation of correct reading skills in the learning of the Latin alphabet by learners with special educational needs in primary school. Learners participating in the study (N = 36) were randomly selected from primary school with inclusive education. During an 8-week intervention for the training group in addition to school provided support were used digital game-based learning to teach correct reading the Latin alphabet, and the control group continued receiving only school-provided support. These activities were conducted under the supervision of their parents and teachers, both at school and at home. The results showed that the level of reading skills of learners in the training group, which used digital game, based learning to teach reading in Latin, developed significantly faster compared with the level of learners in the control group. In addition, in comparison with the results of training learners in the school curriculum before the study, during the digital game based learning intervention, it was found that their reading development was significantly faster. During the study, there was an increase in interest of learning learners in the training group, and there was observed no change in the motivation of learners in the control group. However, the increased interest of learners is mainly because parents allow them to extend the time of using digital devices for education. The results of the 8-week study showed that the exercise of letters, sounds, syllables, words with digital game based learning contributes to improving the learning skills of learners, especially those in need of special education. The results of research on the use of digital game based learning in order to respond the needs of learners with special educational needs can be used for further development of learners.