The following article named, “UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?” was very impressive to me and I aim to use it in my research because it targets a very specific age range and subject matter for disabled children. It generally targeted middle school aged children and the subject matter of science. The purpose of this study was to test whether it was more effective to use traditional methods of teaching disabled children verses incorporating interactive and alternative methods, such as video games, in with the traditional methods. This study aimed to prove that alternative methods could engage students more, and this is a teaching method that I would tend to agree with and want to implement in my own classroom, so I found this scholarly article to be very enlightening and relatable.


One thought on “”

  1. I think there is a lot of evidence available to support gaming as an education tool. Not just for disabled children either– that is to say it doesn’t simply need to be an alternative. I think gaming should be incorporated into a youth’s curriculum to impress certain fundamental ideas, such as the effects of one’s decisions. Trying to teach kids things about the future, or abstract ideas, is a very difficult process. Parents tell their kids for years to prepare for the future, eat right, don’t do drugs, etc, and they often don’t listen. Because when you are told to do something, your first reaction is to go against what you are told. Even if you read it, see it in a movie, or whatever, you’re going to feel the same way– because the message is still being told to you like a command. In a game, you learn the lesson for yourself. You have the opportunity to approach a situation from several different angles, try out different decisions, and see which one was the most effective. You get to see all the raw data, and you get to make a decision for yourself. And that is the true value of gaming.

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