Η ανάπτυξη των επιτελικών λειτουργιών με τη χρήση της παιχνιδοποίησης, ως εκπαιδευτικό εργαλείο, για τη συμπερίληψη των παιδιών με ΔΕΠΥ
The development of executive functions using gamification as an educational tool for the inclusion of children with ADHD
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Keywords
Διαταραχή Ελλειμματικής Προσοχής και Υπερκινητικότητας (ΔΕΠΥ) ; Επιτελικές δεξιότητες ; Παιχνιδοποίηση ; ΣυμπερίληψηAbstract
This master thesis is attempted to investigate to what extent the practice of Gamification has a positive effect on the executive skills of children with Attention Deficit Hyperactivity Disorder (ADHD) and their inclusion in the school context. The aim of this paper is to design and implement an electronic laboratory (e-lab) in which structural elements, mechanisms and elements of dynamic games are integrated.
The content of the e-lab is related to "Environmental Protection", which consists of five modules and follows teaching strategies of the Project-based Learning model. The e-lab is implemented on the Wix online platform, which was configured to be able to support the above educational process.
The research conducted within this study investigated whether there is a statistically significant effect of gamification on the executive skills of children with ADHD, more specifically on Inhibitory Control, Working Memory, Emotional Control, Sustained Attention, Task Initiation, Project Planning, Organization, Time Management, Cognitive Flexibility and their inclusion in the school context.
Our research plan was based on quantitative statistical analysis of our received data in conjunction with the components of this thesis. The sample consisted of 25 teachers involved in special education who applied the e-lab to their students diagnosed with ADHD. The measurement tool used was the same at the beginning and end of the workshop. This measured the level of students' executive function skills before and after the intervention. The results showed that the level of the students' executive skills showed improvement, which is a good predictor for the inclusion of the children in the school context.
Also, the e-lab incorporating structural elements, mechanisms and elements of dynamic games, as well as strategies of Project Based Learning was evaluated for its "usability" by the teachers. The measurement showed a high level of usability.
In the next phase, it was examined whether there is a high correlation between the individual executive skills of the questionnaire concerning the post-intervention executive skills. It was found that the two by two correlations between all factors were statistically significant and high, more specifically very high correlations were found between Task Initiation and Sustained Attention, between Project Planning, Sustained Attention and Task Initiation, between Time Management and Task Initiation and between Cognitive Agility and Sustained Attention.
The importance of this work lies in the fact that it gamifies the structure and content of the e-lab, with the aim of improving the executive skills of students with ADHD and achieving their inclusion in the school context. Therefore, it emphasizes the design of an electronic educational environment gamification by combining strategies of the Project Based Learning model and making use of new technologies, which increases students' motivation and efficiency.