Developing inclusive e-learning and e-entertainment to effectively accommodate learning difficulties

Reviewer: Jennifer M. Nolan

The hypothesis set forth in this paper is that electronic applications such as computer games can significantly improve the learning of individuals with learning difficulties. The paper focuses on the development and evaluation of four training applications. These applications are oriented toward accommodating those with learning difficulties, such as attention deficit and hyperactivity disorder (ADHD), dyslexia, and Asperger’s syndrome (AS). The paper provides a description of e-learning and e-entertainment, along with a comprehensive definition for the term learning disability. The paper is careful to point out: “People with learning disabilities are not defined as people with decreased mental capacity, as they are usually of average or above average intelligence.” Furthermore, the authors point out that learning disabilities are not generally obvious in day-to-day life. Several learning disabilities are described. Two application types are discussed and examined: educational and entertainment applications. These applications are designed for the real-life training of people with disabilities. They are designed to help learn how to conduct specific jobs, or to increase a specific skill. Two of the applications are cashier and sew-trainer. The applications and testing upon specific participants are described. Tests and results are detailed. Tables provide participant evaluations. Overall, the researchers found that learning significantly improved when using the applications. The paper concludes with a description of possible future studies. Final remarks indicate that the research presented in this paper could have implications for more severely disabled people, as well as those of average cognitive abilities. In this sense, this study may have far-reaching implications in the fields of educational technology and training. Online Computing Reviews Service