Digital Games and Mobile Learning for Inclusion: Perspectives from Special Education Teachers

Abstract

Digital games and mobile technology present remarkable opportunities for inclusive education when their design is constructively aligned with accessibility and learning objectives, alike. The aim of this paper is to explore the perspectives of special education teachers on the functional role, affordances, and inherent constraints of mobile games and gamification platforms when employed as a learning intervention for educating students with learning disabilities. A mixed-methods study was conducted to address the research questions. The findings highlight the importance of designing highly individualised gamified activities for learners and the need to involve special educators throughout the game design and development lifecycle.