‘Leave no one behind’: A systematic literature review on game-based learning courseware for preschool children with learning disabilities
Keywords:courseware, digital, education, game-based, learning disabilities, preschool
The rapid growth of multimedia pedagogy in the education sector has brought about a game-based technological approach that is shaping the learning of children nowadays. The focus of the approach is to encourage active participation from children; the effect can be seen in their interaction, involvement, and engagement throughout the learning content. Active participation in a learning environment would have a substantial impact on children’s self-development and academic achievement, particularly for those with learning disabilities (LD). Therefore, the purpose of this paper is to systematically analyze research conducted on Game-Based Learning (GBL) courseware to support the education of children with LD. A systematic literature review was undertaken, following the PRISMA framework for paper selection. A total of 109 articles were retrieved from the Scopus and Science Direct databases by using a specific keywords search. 14 articles were finalized at the end of the screening based on the inclusion and exclusion criteria. Results reveal the trend of publications, approaches used, and research themes of the selected papers, which include the courseware requirement, student adaptation, and impact of the implementation. The findings demonstrate that GBL is one of the effective methods to be applied in preschool education. It has a significant impact on the development of cognitive skills and assists children who have difficulty in reading, writing, and arithmetic. The findings in this paper can be used as a guide in developing GBL courseware that is developmentally appropriate and effective for children with LD.
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V, Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05312
Ahmad, M. (2015). Parents of children with learning disabilities: Factors preventing parents from getting learning support. Southeast Asia Early Childhood Journal, 4, 68–80.
Ahmad Shahrizal, A. Z. S., Rahmatullah, B., Ab Majid, M. H., Mohamad Samuri, S., Hidayanto, A. N., M. Yas, Q., & Purnama, S. (2022). A systematic literature review on the use of podcasts in education among university students. ASEAN Journal of Teaching & Learning in Higher Education, 14(1), 222–236. https://doi.org/10.17576/ajtlhe.1401.2022.10
Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers and Education, 125, 413–428. https://doi.org/10.1016/j.compedu.2018.06.023
Aslan, S., Agrawal, A., Alyuz, N., Chierichetti, R., Durham, L. M., Manuvinakurike, R., Okur, E., Sahay, S., Sharma, S., Sherry, J., Raffa, G., & Nachman, L. (2022). Exploring Kid Space in the wild: A preliminary study of multimodal and immersive collaborative play-based learning experiences. Educational Technology Research and Development, 70(1), 205–230. https://doi.org/10.1007/s11423-021-10072-x
Bay, D. N. (2022). The perspective of preschool teachers on the use of digital technology. Southeast Asia Early Childhood Journal, 11(2), 87–111. https://doi.org/10.37134/saecj.vol188.8.131.522
Benavides-Varela, S., Zandonella Callegher, C., Fagiolini, B., Leo, I., Altoè, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103953
Boato, E., Melo, G., Filho, M., Moresi, E., Lourenço, C., & Tristão, R. (2022). The use of virtual and computational technologies in the psychomotor and cognitive development of children with down syndrome: A systematic literature review. International Journal of Environmental Research and Public Health, 19(5), 2955.
Dağal, A. B., Dörterler, S. Öcal, Kanburoğlu, V., Yağcı, M., & Uyanık, G. (2022). Developing preschool teachers’ belief scale regarding educational technologies: A validity and reliability study. Southeast Asia Early Childhood Journal, 11(2), 136–151. https://doi.org/10.37134/saecj.vol184.108.40.2062
Hassan, H., Rahmatullah, B., & Mohamad Nordin, N. (2014). Towards School Management System (SMS) success in teacher’s perception. Malaysian Online Journal of Educational Technology, 2(4), 50–60.
Hong, J.-C., Tsai, C.-M., Ho, Y.-J., Hwang, M.-Y., & Wu, C.-J. (2018). A comparative study of the learning effectiveness of a blended and embodied interactive video game for kindergarten students. Interactive Learning Environments, 21(1), 39–53. https://doi.org/10.1080/10494820.2010.542760
Jang, S., & Park, M. (2016). Do new media substitute for old media?: A panel analysis of daily media use. Journal of Media Economics, 29(2), 73–91. https://doi.org/10.1080/08997764.2016.1170021
Kamalulil, E. N., & Panatik, S. A. (2021). Socioeconomic status and mental health among low-income employees: A systematic literature review. Pertanika Journal of Social Sciences and Humanities, 29(3), 1853–1874. https://doi.org/10.47836/pjssh.29.3.20
Kokol, P., Vošner, H. B., Završnik, J., Vermeulen, J., Shohieb, S., & Peinemann, F. (2019). Serious game-based intervention for children with developmental disabilities. Current Pediatric Reviews, 16(1), 26–32. https://doi.org/10.2174/1573396315666190808115238
Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). The impact of play on child development - a literature review. European Early Childhood Education Research Journal, 26(5), 625–643. https://doi.org/10.1080/1350293X.2018.1522479
Lin, C.-Y., & Chang, Y.-M. (2015). Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities. Research in Developmental Disabilities, 37, 1–8. https://doi.org/10.1016/j.ridd.2014.10.016
Lin, Y.-H., & Hou, H.-T. (2016). Exploring young children’s performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: a case study. Interactive Learning Environments, 24(8), 1967–1980. https://doi.org/10.1080/10494820.2015.1073745
Lipkin, P. H., Okamoto, J., Health, C. on C. with D. and C. on S., Norwood Jr, K. W., Adams, R. C., Brei, T. J., Burke, R. T., Davis, B. E., Friedman, S. L., & Houtrow, A. J. (2015). The Individuals with Disabilities Education Act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650–e1662. https://doi.org/10.1542/peds.2015-3409
Mohamad, A. I., Rahmatullah, B., Ibrahim, L. F. M., Saari, E. M., & Downing, K. J. (2022). Exploring parents perception of online learning through a systematic literature review. Borneo International Journal EISSN 2636-9826, 5(1), 8–15.
Mohamad Ashari, Z., & Baharuddin, M. (2017). Play based pedagogy in pre-school: A meta analysis research. Man in India, 97, 237–243.
Mohd, C. K. N. C. K., & Shahbodin, F. (2015). Personalized learning environment: Alpha testing, beta testing & user acceptance test. Procedia - Social and Behavioral Sciences, 195, 837–843. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.06.319
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Altman, D. G., Booth, A., Turner, L., & Whitlock, E. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1). https://doi.org/10.1186/2046-4053-4-1
Mou, T.-Y., Kao, C.-P., Lin, H.-H., & Yin, Z.-X. (2021). From action to slowmation: Enhancing preschoolers’ story comprehension ability and learning intention. Interactive Learning Environments, 29(8), 1231–1243. https://doi.org/10.1080/10494820.2019.1635496
Newton, N., Record, A. E., & Mello, A. J. (2019). Fluency doesn’t just happen with addition and subtraction: Strategies and models for teaching the basic facts (1st ed.). Routledge. https://doi.org/10.4324/9780429055553
Puolakanaho, A., & Latvala, J.-M. (2017). Embedding preschool assessment methods into digital learning games to predict early reading skills. Human Technology, 13(2), 216–236. https://doi.org/10.17011/ht/urn.201711104212
Putra, W. D. P., & Setyaningrum, W. (2019). The effect of game-based learning toward conceptual understanding. Journal of Physics: Conference Series, 1157(4). https://doi.org/10.1088/1742-6596/1157/4/042117
Rahmatullah, B., Yassin, S. M., & Omar, J. (2021). Local community involvement in Malaysian early childhood care and education centers. The International Journal of Educational Management, 35(1), 143–157. https://doi.org/10.1108/IJEM-05-2020-0259
Raja Hassan, R. M. F., & Rahmatullah, B. (2022). Systematic review on students’ awareness on cyberbullying at high school level of education. Insight: Jurnal Ilmiah Psikologi, 24(1). https://doi.org/10.26486/psikologi.v24i1.1978
Ridley, D. (2012). The literature review: A step-by-step guide for students. SAGE Publications Ltd.
Roslin, A. R., Rahmatullah, B., Zain, N. Z. M., Purnama, S., & Yas, Q. M. (2022). Online learning for vocational education: Uncovering emerging themes on perceptions and experiences. Journal of Vocational Education Studies, 5(1), 1–15. https://doi.org/10.12928/joves.v5i1.6097
Samuri, S. M., Emang, D. A., Agus, R., Rahmatullah, B., Mohamed Salleh, N. S., & Mustafa, M. C. (2021). LACLOD: Learning Analytics for Children’s Logic Development. The International Journal of Multimedia & Its Applications (IJMA) Vol, 13.
Samuri, S. M., Rahmatullah, B., Abdullah, N., Ahmad, A., Isa, Z. M., & Hammed, H. (2018). Early childhood research landscape on children’s profile: Coherent taxonomy, motivation, open challenges, recommendations and, pathways for future research. Child Indicators Research, 11(5). https://doi.org/10.1007/s12187-018-9536-5
Suhaimin, S. H., & Mohamed, M. (2017). Intervention for children with Specific Learning Disabilities (SpLD) in mathematics disorders: A framework. Sains Humanika, 9(3–2). https://doi.org/10.11113/sh.v9n3-2.1278
Suratin, S. F., & Bahari, M. (2016). A review of learning courseware for children with learning disabilities in Malaysia. Journal of Information Systems Research and Innovation, 10(3), 1–8.
Takaya, K. (2015). Bruner’s theory of cognitive development. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 880–885). Elsevier Inc. https://doi.org/10.1016/B978-0-08-097086-8.23095-X
Taouil, M., Begdouri, A., & Majda, A. (2018). Adaptive dialogue system for disabled learners: Towards a learning disabilities model. Colloquium in Information Science and Technology, CIST, 2018-Octob, 422–427. https://doi.org/10.1109/CIST.2018.8596651
Touloupis, T. (2021). Parental involvement in homework of children with learning disabilities during distance learning: Relations with fear of COVID-19 and resilience. Psychology in the Schools, 58(12), 2345–2360. https://doi.org/10.1002/pits.22596
Verhoeven, L., Voeten, M., van Setten, E., & Segers, E. (2020). Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis. Educational Research Review, 30, 100325. https://doi.org/https://doi.org/10.1016/j.edurev.2020.100325
Wang, Y., Bian, Y., Song, Y., Huang, R., Gai, W., Liu, J., Yang, C., & Meng, X. (2020). Exer-learning: A new genre combines learning, exercise and fun for children. Procedia Computer Science, 174, 735–745. https://doi.org/10.1016/j.procs.2020.06.150
Yas, Q. M., Zaidan, A. A., Zaidan, B. B., Rahmatullah, B., & Abdul Karim, H. (2018). Comprehensive insights into evaluation and benchmarking of real-time skin detectors: Review, open issues & challenges, and recommended solutions. Measurement: Journal of the International Measurement Confederation, 114. https://doi.org/10.1016/j.measurement.2017.09.027
Yilmaz, R. M., Topu, F. B., & Takkaç Tulgar, A. (2022). An examination of vocabulary learning and retention levels of pre-school children using augmented reality technology in English language learning. Education and Information Technologies. https://doi.org/10.1007/s10639-022-10916-w
Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the Inaccessible: Redefining play as a spectrum. In Frontiers in Psychology (Vol. 9).
How to Cite
Copyright (c) 2023 Nurzamila Zasira Zolkipli, Bahbibi Rahmatullah, Suzani Mohamad Samuri, Valéria Árva, Yuli Kurniawati Sugiyo Pranoto
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.