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https://hdl.handle.net/123456789/1356| Τύπος: | Πρακτικά συνεδρίου |
| Τίτλος: | Effectiveness of game- based educational material for developing spatial thinking of dyslexic students: a case study in lower secondary school. |
| Συγγραφέας: | [EL] Πασσαδέλλη, Ανθούλα-Στυλιανή[EN] Passadelli, Anthoula-Styliani [EL] Κλωνάρη, Αικατερίνη[EN] Klonari, Aikaterini [EL] Μιχαλάκης, Βύρων - Ιγνάτιος[EN] Michalakis, Vyron - Ignatios [EL] Βαΐτης, Μιχαήλ[EN] Vaitis, Michael |
| Ημερομηνία: | 26/02/2021 |
| Περίληψη: | The aim of this study was to design, apply and evaluate innovative educational material in Geography course in order to improve spatial thinking of dyslexic students, aged 13-14. The design was based on the results of a previous research about differences between dyslexic and non-dyslexic students in the performance of spatial and geographical thinking, where it was identified that children with dyslexia face spatial deficits. Consequently, it is essential to apply appropriate teaching methods, to use specially designed educational material and to take into account students’ differences. In this study, an unconventional package of educational material was applied in fifty-four participants (dyslexic and non-dyslexic students) of grades 7 (18 students) and 8 (36 students), during the period of October-November 2020, in Mytilene (Lesvos Island, Greece). The research design required the implementation of the educational activities in whole-class contexts and the objective was to determine whether the intervention was more effective for students of varying spatial skill. The package includes a comic book, a domino game, 2D maps and their corresponding 3D models. Five teaching hours were needed for the application of the instructional material. The results indicated that the designed tools stimulate students’ interest and facilitate the teaching and learning of specific spatial skills. Additionally, the results showed that in this game-based environment, beside students’ (dyslexic and non-dyslexic) higher achievement (87% of them had better scores at the post intervention test), the commitment in group activities was increased and there was higher motivation for Geography |
| Γλώσσα: | Αγγλικά |
| Τόπος δημοσίευσης: | Amsterdam, Netherlands |
| Σελίδες: | 13 |
| DOI: | 10.33422/3rd.ictle.2021.02.109 |
| ISBN: | 978-609-485-131-5 |
| Θεματική κατηγορία: | [EL] Δευτεροβάθμια εκπαίδευση[EN] Secondary education |
| Λέξεις-κλειδιά: | geography education; spatial abilities; dyslexia; game-based learning; dyslexic students |
| Ηλεκτρονική διεύθυνση του τεκμηρίου στον εκδότη: | https://www.dpublication.com/wp-content/uploads/2021/02/48-758.pdf https://www.dpublication.com/abstract-of-3rd-ictle/48-758/ |
| Ηλεκτρονική διεύθυνση περιοδικού: | https://www.dpublication.com/proceeding/3rd-ictle/#Table-of-Contents |
| Τίτλος πηγής δημοσίευσης: | Proceedings of The 3rd International Conference on Teaching, Learning and Education |
| Σελίδες τεκμηρίου (στην πηγή): | 80-92 |
| Όνομα εκδήλωσης: | 3rd International Conference on teaching, learning and education |
| Τοποθεσία εκδήλωσης: | Amsterdam, Netherlands |
| Ημ/νία έναρξης εκδήλωσης: | 26/02/2021 |
| Ημ/νία λήξης εκδήλωσης: | 28/02/2021 |
| Σημειώσεις: | This research is co-financed by Greece and the European Union (European Social Fund- ESF) through the Operational Programme «Human Resources Development, Education and Lifelong Learning 2014-2020» in the context of the project “Improving the geospatial thinking of students with dyslexia with the contribution of appropriate digital educational materials, tools and services Web 2.0 / 3.0 and mobile devices” (MIS 5047229) |
| Εμφανίζεται στις συλλογές: | Ερευνητικές ομάδες |
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