Analyzing the Students Behavior with Down Syndrome in a Gamified Learning Environment
Marvin R. Arenas1, Josephine S. Dela Cruz2
1Marvin R. Arenas, Department of ITCS, Data Center College of the Philippines Incorporated, Baguio City, Philippines.
2Josephine S. Dela Cruz, Department of IT, University of the Cordilleras, Baguio City, Philippines.
Manuscript received on 03 March 2019 | Revised Manuscript received on 06 March 2019 | Manuscript published on 30 July 2019 | PP: 1839-1845 | Volume-8 Issue-2, July 2019 | Retrieval Number: B1030078219/19©BEIESP | DOI: 10.35940/ijrte.B1030.078219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The main purpose of this study was to analyze the behavior of students with Down syndrome in a gamified learning environment of SPED school in Baguio City, Philippines. Education focused in the area which uses unique instructional methods, materials, learning aids, and toolkit to meet the educational needs of students with learning incapacities. This study investigated the extent to which a sample of special education teachers addressed various topical issues with students who have learning disabilities and behavior disorders. In collecting data, a survey instrument was employed to gather information pertaining to topical issues that involve sensitive subjects typically not addressed in the traditional academic curriculum in school. The authors also utilized literary studies, and observation, draws together the findings from a series of interviews, and applies these in an educational context. The data were analyzed with psychological, educational, and socio-cultural approaches, with qualitative descriptive analysis. Down syndrome (DS) is the most common genetic cause of intellectual disability worldwide, with language being one of the most affected area. The authors hypothesized factors that contribute to engagement with a learning activity and strategies and provide an example of the use of these factors in practice, and other hypotheses were supported by data. Based on the rating, the authors motivated to enhance the functionality of the Gamified Learning Environment (GLE) in the future. The target user strongly agrees with the ratio of 4.6 which means that the GLE has the functionality needed in their school course and has a greater impact to their academic performance.
Keywords: Behaviour, Education, Down Syndrome Students, Gamified Learning Environment.
Scope of the Article: E-Learning