Digital Games & Special Education
![handle is hein.journals/techssj34 and id is 214 raw text is: Technium Social Sciences Journal
Vol. 34, 214-236, August, 2022
ISSN: 2668-7798
SOCIAL SCIENCES JOURwNAL www.techniumscience.com
Digital games & special education
Irene Chaidi, Athanasios Drigas2
'2Net Media Lab Mind - Brain R&D IIT - N.C.S.R. Demokritos, Athens, Greece,
'Department of Special Education, University of Thessaly, Volos
irhaididgmailcorn, dr(aiit.demoknitosgr
Abstract. Educators define three factors of interaction or as they refer to the 3 C's in education:
Children (children), Community (communication), and Computer (computers) [1]. Information
and Communication Technologies are an integral tool of the educational process for modern
educational systems, helping the learning process to turn from passive to active, pushing each
student to learn independence and autonomy. In recent years, the sciences of education have
turned their attention and have already recognized the importance of games and even digital
games as a learning tool, emphasizing the benefits for students with or without educational needs.
Keywords. ICT, Digital game, Special Education
1. Introduction
Information and Communication Technologies are an integral tool of the educational
process for modern educational systems. They act as catalysts, influence the structure of the
school, and essentially contribute to the modification and reformation of the educational system
[2].
Technology helps the learning process to turn from passive to active because it can
make each student more independent and autonomous. The modern school aims to form
complete people, to cultivate and develop their abilities so that they are led to their completion
and contribute to society and even though much depends on the personality of the student,
Information and Communication Technologies open a new path to learning based on personal
discovery and experience that seems to offer interesting and entirely new perspectives.
As far as people with special educational needs are concerned, technology can largely
replace elements of disadvantage or disability and bring the student closer to knowledge and
social reality since it enables him to communicate with his environment and interact with this
[2]. Computers give students with special needs what they need: step-by-step work. This
strategy of breaking it down into small steps has proven to be a successful way of teaching,
particularly with students with autism.
A very basic factor that affects the correct use of the computer is the human presence.
In the school, the teacher is the one who plans and chooses the tasks that the students will deal
with on the computer, helps to understand the task, explains its educational goal, guides the
process, and animates the students when necessary. Like any other educational activity, work
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