INCLUSIVE EDUCATION THROUGH GAMIFICATION: EMPOWER: ME – I’M GAME! AN ERASMUS + PROJECT

Francesca Baccassino, Stefania Pinnelli

Abstract


The Erasmus+ project Empower: ME - I'm game!, involving Italy, Germany, and Turkey, explores technology’s role in inclusive education by leveraging gamification to enhance self-esteem in students With Special Educational Needs (SEN). Increasingly employed in education (Dominguez et al., 2013), gamification fosters engagement and motivation, improving learning outcomes (Kapp, 2012). The project focuses on developing an accessible digital game integrating adaptive learning technologies, positive feedback mechanisms, and reinforcement strategies for memory and executive functions. The Italian team has implemented guidelines, ensuring adherence to accessibility principles. The game prototype will be tested in special education classrooms in Turkey and Germany through a pre-post study assessing its impact on self-esteem, utilizing selected components of the Five-Scale Test of Self-Esteem (Pope et al., 1992). The results will provide insights for refinement and offer comparative elements for inclusive classrooms in Italy.


Full Text:

PDF

References


Abu Omar, D., Kirkman, A., Scott, C., Babicova, I., & Irons, Y. (2024). Positive psychology interventions to increase self-esteem, self-efficacy, and confidence and decrease anxiety among students with dyslexia: A narrative review. Youth, 4(2), 835-853.

Alesi, M., Rappo, G., Pepi, A. (2010). Strategie di autosabotaggio e autostima in bambini con differenti profili di apprendimento. Ricerche di Psicologia, 4, 505-519.

Alesi, M., Rappo, G., Pepi, A. (2014). Ansia, autostima e self-handicapping: un confronto tra bambini con discalculia e apprendimento nella norma. Psicologia Clinica dello Sviluppo, 14, 53-73.

Antshel, K. M., & Olszewski, A. K. (2014). Cognitive behavioral therapy for adolescents with ADHD. Child and Adolescent Psychiatric Clinics, 23(4), 825-842.

Banfield, J., & Wilkerson, B. (2014). Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research, 7(4), 291-298.

Butkowsky, I. S. And Willows, D. M. (1980) Cognitive-motivational characteristics of children varying in reading ability: evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72, 3, 408–422.

Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. In European conference on games based learning (Vol. 1, p. 50).

Capps, L., Sigman, M., & Yirmiya, N. (1995). Self-competence and emotional understanding in high-functioning children with autism. Development and Psychopathology, 7(1), 137–149. https://doi.org/10.1017/S0954579400006386

Cook, J., Knight, E., Hume, I., & Qureshi, A. (2014). The self-esteem of adults diagnosed with attention-deficit/hyperactivity disorder (ADHD): a systematic review of the literature. ADHD Attention Deficit and Hyperactivity Disorders, 6, 249-268.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". In Proceedings of the 2011 annual conference on Human factors in computing systems (p. 1). ACM.

Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63, 380-392.

Douma, I., de Boer, A., & Minnaert, A. (2024). Seeing myself through the eyes of my peers: Explaining the self-concept of students with and without special educational needs through acceptance and friendship. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12668

Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), 303–329. https://doi.org/10.1086/499670

Gabbi, E., Gaggioli, C., & Ranieri, M. (2023). Apprendimento attivo e didattica universitaria: un’esperienza di gamification tra gioco e inclusione. Q-TIMES WEBMAGAZINE, (2), 160-176.

Gee, J. P. (2007). What video games have to teach us about learning and literacy. St. Martin’s Press.

Guderjahn, L., Gold, A., Stadler, G., & Gawrilow, C. (2013). Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. ADHD Attention Deficit and Hyperactivity Disorders, 5, 397-407.

Gurney, P. W. (1988). Self-Esteem in Children with Special Educational Needs (1st ed.). Routledge. https://doi.org/10.4324/9780429503627

Hall, C. W., Spruill, K. L., & Webster, R. E. (2002). Motivational and attitudinal factors in college students with and without learning disabilities. Learning Disability Quarterly, 25, 79-86.

Humphrey, N. And Mullins, P. (2002) Personal constructs and attribution for academic success and failure in dyslexia. British Journal of Special Education, 29, 4, 196–203.

Humphrey, N., & Hebron, J. (2015). Bullying of children and adolescents with autism spectrum conditions: A 'state of the field' review. International Journal of Inclusive Education, 19(8), 845-862.

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.

Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68(3), 518.

Malak, M. Z. (2024). Effect of using gamification of “Kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students. Learning and Motivation, 87, 101993.

Mayer R.E. (2017), Using multimedia for e‐learning, «Journal of Computer Assisted Learning», n. 33, pp. 403-423.

Mugnaini, D., Lassi, S., La Malfa, G., & Albertini, G. (2009). Internalizing correlates of dyslexia. World journal of pediatrics, 5, 255-264.

Nasika, F., & Thoma, T. (2024). The Human Side of Dyslexia: An Exploration of Children's Self-Esteem and Potential Interventions. In Childhood Developmental Language Disorders: Role of Inclusion, Families, and Professionals (pp. 249-264). IGI Global Scientific Publishing.

Ng, A., & Boey, K. W. (2024). Self-Evaluation and Academic Motivation of Students with Special Educational Needs in Tertiary Education. Asian Journal of Inclusive Education, 12(1), 39–60. https://doi.org/10.59595/ajie.12.1.3

Ng, H. N., Boey, K. W., & Kwan, C. W. (2024). Self-esteem, Social and Affective Outcomes of Students with Special Educational Needs in Tertiary Education. International Journal of Advanced Research in Education and Society, 6(1), 618-629.

Paay, J., Nielsen, H., Larsen, H., & Kjeldskov, J. (2018, September). Happy bits: interactive technologies helping young adults with low self-esteem. In Proceedings of the 10th Nordic Conference on Human-Computer Interaction (pp. 584-596).

Park, J.Y., & Park, E.Y. (2019). The Rasch Analysis of Rosenberg Self-Esteem Scale in Individuals With Intellectual Disabilities. Frontiers in Psychology, 10, 1992. https://doi.org/10.3389/fpsyg.2019.01992

Paterson, L., McKenzie, K., & Lindsay, B. (2012). Stigma, social comparison and self-esteem in adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 25(2), 166-176. DOI: 10.1111/j.1468-3148.2011.00651.x

Peterson, C., Maier, S. And Seligman, M. (1993) Learned Help-lessness: A Theory for the Age of Personal Control. Oxford: Oxford University Press.

Pinnelli, S. (2022). Tecnologie digitali e processi di apprendimento. L’eterna ghirlanda dorata. In R. Caldin (Ed.), Pedagogia speciale e didattica speciale 2. Trento: Erickson.

Pope, A., McHale, S., & Craighead, E. (1992). Migliorare l'autostima. Un approccio psicopedagogico per bambini e adolescenti. Trento: Erickson.

Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1).

Rivoltella, P., & Rossi, P. (2024). Tecnologie per l'educazione. Milano: Pearson.

Ros, S., Gonzalez, S., Robles, A., Tobarra, L. L., Caminero, A., & Cano, J. (2020). Analyzing students’ self-perception of success and learning effectiveness using gamification in an online cybersecurity course. IEEE Access, 8, 97718-97728

Sheykhjan, M. T., Jabari, K., & Rajeswari, K. (2014). Self-Esteem and Academic Achievement of High School Students. Online Submission, 2(2), 38-41.

Stanković, I., & Milačić-Vidojević, I. (2014). Perceived stigma, self-esteem and social comparison of people with intellectual disability. Psihijatrija Danas, 46(2), 187-199.

Syropoulou, A., Vernadakis, N., Papastergiou, M., & Kourtessis, T. (2021). Psychometric evaluation of the Rosenberg Self-Esteem Scale in primary school students with mild intellectual disability: First evidence. Research in Developmental Disabilities, 114, 103964.

Verberg, F., Helmond, P., Ottem, R., & Overbeek, G. (2019). Mindset and perseverance of adolescents with intellectual disabilities: Associations with empowerment, mental health problems, and self-esteem. Research in Developmental Disabilities, 91, 103426. DOI: 10.1016/j.ridd.2019.103426

Wiener, J., & Daniels, L. (2016). School experiences of adolescents with attention-deficit/hyperactivity disorder. Journal of learning disabilities, 49(6), 567-581.

World Health Organization. (2001). International Classification of Functioning, Disability and Health (ICF). World Health Organization. https://www.who.int/classifications/icf/en/

Yuen, H. K., Spencer, K., Edwards, L., Kirklin, K., & Jenkins, G. R. (2023). A magic trick training program to improve social skills and self-esteem in adolescents with autism spectrum disorder. The American Journal of Occupational Therapy, 77(1), 7701205120.

Zeleke, S. (2004). Self‐concepts of students with learning disabilities and their normally achieving peers: a review. European Journal of Special Needs Education, 19(2), 145-170.

Zuppardo, L., Rodríguez, A., Serrano, F., Messina, S., Bianchini, R., & Pirrone, C. (2019). Valutazione delle conseguenze emozionali e comportamentali nei disturbi specifici di apprendimento implicazioni per l’intervento. Dislessia, 16 (3), 309-326.




DOI: https://doi.org/10.32043/gsd.v9i2.1322

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296