EFL Special Education Teachers’ Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders

• Published in: Journal of attention disorders Vol. 28; no. 11; pp. 1482 - 1495
• Main Authors: Mohamed, Amr M., Shaaban, Tahany S., Jmaiel, Hassen Alazhar
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2024
• Subjects: ADHD; mitigation; game-based learning; strategies; behavioral disorders
• ISSN: 1087-0547; 1557-1246; 1557-1246
• DOI: 10.1177/10870547241265877

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.