Validating the ID-GAMING e-Training Toolkit for People with Intellectual Disabilities in Greece
Main Article Content
Keywords
Intellectual disability, serious games, validation actions, cognitive functions, quality of life
Abstract
Intellectual disability is a neurodevelopmental disorder characterized by limitations in adaptive and intellectual functioning. Serious games (SG) incorporate learning and educational strategies that are commonly used in special education, and they have been proposed as assistive tools to people with developmental difficulties. ID-GAMING e-training toolkit encloses a SG named as “Qool City” available as a board and digital game, a game catalogue and training materials on cognitive functions and quality of life. In this manuscript we focused on describing the methodology and the preliminary outcomes of the validation actions of the toolkit. A four-step methodology was formed to specify the interaction of participants with the toolkit and a qualitative validation tool was developed by the consortium to assess the participants’ performance during the session. The target groups were young adults and adults with intellectual disabilities (PwID), professionals, and relatives. Twelve individuals participated of which 7 were PwID, 2 educators and 3 facilitators. However, 2 PwID withdrew from the activities performed in Step 1 and 2 but 1 PwID joined the activities performed in Step 3 and 4. The ID-GAMING e-training toolkit seems to lead to improvement in various cognitive functions of PwID including memory, attention, language, and spatial orientation. Components of quality of life such as wellbeing and independence were promoted. PwID remained engaged until the end of their interaction with the toolkit components while both PwID and educators were satisfied with the toolkit. Moreover, educators argued that the e-training toolkit helped them to be motivated and aware of the potential applications of SG for improving cognitive functions as well as providing useful information about quality of life, its improvement, and cognitive functions. In addition, collaborative and supportive skills were promoted along with digital skills. Indicators for participants’ experience and improvement were fulfilled. Therefore, the ID-GAMING e-training toolkit seems to be a valuable assistive tool for PwID and the people involved in their care that should be further validated using a larger sample size and standardized assessment tools.
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