Research Library

Closed Access

Authors:

1. Amr M. Mohamed
2. Tahany S. Shaaban
3. Hassen Alazhar Jmaiel

Journal of Attention Disorders

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.

Keywords

Citation

Mohamed, A.M., Shaaban, T.S., & Jmaiel, H.A. (2024). EFL Special Education Teachers’ Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders. J Atten Disord, , doi: 10.1177/10870547241265877