Analyzing The Students Behavior With Down Syndrome In A Gamified Learning Environment

International Journal of Recent Technology and Engineering (IJRTE)
ISSN: 2277-3878, Volume-8 Issue-2, July 2019
1839
Published By:
Blue Eyes Intelligence Engineering
& Sciences Publication
Retrieval Number B1030078219/19©BEIESP
DOI: 10.35940/ijrte.B1030.078219

Abstract: The main purpose of this study was to analyze the
behavior of students with Down syndrome in a gamified
learning environment of SPED school in Baguio City,
Philippines. Education focused in the area which uses unique
instructional methods, materials, learning aids, and toolkit to
meet the educational needs of students with learning
incapacities. This study investigated the extent to which a
sample of special education teachers addressed various topical
issues with students who have learning disabilities and behavior
disorders. In collecting data, a survey instrument was employed
to gather information pertaining to topical issues that involve
sensitive subjects typically not addressed in the traditional
academic curriculum in school. The authors also utilized
literary studies, and observation, draws together the findings
from a series of interviews, and applies these in an educational
context. The data were analyzed with psychological,
educational, and socio-cultural approaches, with qualitative
descriptive analysis. Down syndrome (DS) is the most common
genetic cause of intellectual disability worldwide, with language
being one of the most affected area. The authors hypothesized
factors that contribute to engagement with a learning activity
and strategies and provide an example of the use of these factors
in practice, and other hypotheses were supported by data. Based
on the rating, the authors motivated to enhance the
functionality of the Gamified Learning Environment (GLE) in
the future. The target user strongly agrees with the ratio of 4.6
which means that the GLE has the functionality needed in their
school course and has a greater impact to their academic
performance.
Keywords: Behaviour, Education, Down syndrome students,
Gamified learning environment.
I. INTRODUCTION
This study investigated the extent to that a sample of
education lecturers self-addressed varied topical problems
with students who have learning disabilities, backwardness,
or behavior disorders. A survey instrument was used to
assemble data referring to topical problems that involve
arguable or sensitive subjects usually not self-addressed
within the ancient educational syllabus at school. Survey
results pointed to treatment maintenance, generalization,
and assessment and remediation of academic problems as
the highest ranked priorities. Activity Theory Framework
also used in this study prior to the framework suitable for
students with Down syndrome (DS).
Revised Manuscript Received on July 12, 2019.
Marvin R. Arenas, ITCS Department, Data Center College of the
Philippines Incorporated, Baguio City, Philippines
Josephine S. Dela Cruz, IT Department, University of the Cordilleras,
Baguio City, Philippines
Over the past decade, inclusive postsecondary
opportunities have become more available to students with
intellectual and developmental disabilities than ever before.
With greater demand for such opportunities as well as
greater awareness of the possibilities for youth with
intellectual and developmental disabilities, developing new
programs on elementary, secondary and tertiary campuses is
increasingly attainable. Special education is a unique
education provision, for students with disabilities and
disorders. It encourages academic progress and personal and
social development. It aims to enhance the behavior of the
students through giving reinforcements and many different
teaching methods and strategies. Several people think of
special education as discrete classes or separate schools, but
special education is actually a variety of specially designed
instruction. This instruction includes a combination of
supports and services, which is intended to meet the unique
needs of a student with disability.Special education can
comprise anything from a different way of teaching, to
special equipment to help students with disability with their
school accomplishments. The differences among most
children are quite minor, allowing them to benefit from the
general education program. Those student with disabilityare
those who encountered problems in education and their act
is higher that needs changes in their curriculum to help them
fulfil their capability. Students with DS can share positive
physical traits, and have an individual differences prior to
the level of broad knowledge incapacity that will range from
minor to intense. The student with DS may have problems
such as heart defects, respiratory problems and eye defects
[1]. DS is a very common disorder and almost everyone
knows somebody that has been affected by the genetic
disorder. Children with Down syndrome have delays across
different developmental domains including language, gross
motor, fine motor, cognitive, personal-social and self-help
skills. DS recorded as one of the most mutual causes of
insignificant to sensible learning problems, upsetting
between 1 in 1,500 and 1 in 400 babies born in dissimilar
countries, reliant on mothers' ages, and during the early
screening procedures [2]. Teaching DS students requires a
lot of efforts and resources. Teachers should always repeat
the same lessons several times due to lack of memorization
and recognition of objects and concepts. In giving directions
to the class, teacher should leave a pause between each step
so student can carry out the process in their mind.
Analyzing the Students Behavior with Down
Syndrome in a Gamified Learning Environment
Marvin R. Arenas, Josephine S. Dela Cruz

Analyzing the Students Behavior with Down Syndrome in a Gamified Learning Environment
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DOI: 10.35940/ijrte.B1030.078219
Teachers can also provide visuals via the board or
overhead, and also use flash cards. The ability to describe,
assign and attribute certain mental states is referred to as
Theory of Mind [10]. Theory of Mind (ToM) – that has a
deeper emotional states to the self and to others – has mainly
been discovered in relation to typically developing (TD) and
autistic individuals [11]. In the previous eras, SPED
teachers’ in Baguio City common strategies in teaching DS
are making their students cooperative in learning through
having games, storytelling, hands-on activities,
brainstorming and discussion. Students with intellectual
disabilities are very challenging to teach, and can learn best
with the use of different methodologies that engage their
senses such as using images, sounds and clips. When we talk
about student with DS, they better understand the learnings
using language than to communicate emotionally. Thus,
most often than not intellectual skills are miscalculated.
Every DS student can be treated based on individual
assessment prior to his or her assets and desires. Several
studies have been done to compare the progress and
academic achievement of children and young adults with DS
that were educated in a mainstream classroom to those that
were educated in a special education classroom [3]. Students
with DS are likelyto need support with speech and language,
memory and processing information, social skills and
independence, literacy and numeracy. You may find they
have strong empathy with others, good social skills, good
short-term memory and visual learning skills. Student with
Habitually DS are more on graphical representation when it
comes to their learnings. With this, it is easier to
accommodate them by showing some form of demonstration
using graphical representation, instead of the traditional
classroom setup. Though, growth are not equally affected in
all areas of concern. There is an exact shape in intellectual
and behavioral structures that are detected among with DS
that dissimilar with normally developing children which has
other causes of intellectual incapacity. Assessing the new
validation needs, the main problem to be solved with this
research is to determine if the teaching resources are
appropriate for students with intellectual disability as well as
to their behavior [4], based on the premise the limited time
that the students with Down syndrome pay attention during
the class sessions. In one study indicate that increasing
students’ awareness of their behavior can have a positive
impact on their studypractices and results [5]. Most students
with mild learning disabilities spend at least some portion of
the school day in the regular classroom. They spend time in
the regular classroom because some parents want their
children to act like a normal student in a regular class.
Because of this, many of these students find it difficult to
keep up with their nondisabled peers. Their teachers often
find it difficult to spend significant amounts of time
providing them with individual attention. Technology has
proven to be an effective method of giving such students
opportunities to engage in basic drills and practices,
simulations, explorations, and communication activities that
are matched to their individual needs and abilities. A
research examining the potential benefits of computer-based
instruction is grounded in basic learning theory and is the
same for all students, including both those with or without
mild disabilities. Technology is a natural part of living that
plays an important role in different aspects of life. Nowadays,
technology gives a huge impact in changing the educational
system and provides new teaching strategies to catch
students’ attention which includes the exceptional learners.
Special education is designed to arrange the teaching
procedures of teachers and address the needs of every
student with learning difficulty. Thus technology also helps
to expand the students’ ability to obtain more knowledge
about the world. There were studies that indicate the use of
technology to enhance students’ acquisition of skills and
content knowledge through the use of computer to transport
a well-made and well-accomplished education. The method
used in this study to assist student engagement and learning
was gamified learning system (GLS). Games can be used as
a supplement or an alternative to the traditional lecture
format. The advantage of using GLS is that it is a fun and
engaging method that allow students to demonstrate their
understanding of the material prior to the exam in order to
alert them to which material they need to review further. In
addition, GLS allows teachers to review a great amount of
course information over a short period of time. GLS can
include such games as puzzles, consonant vowel consonant,
role play and the like [12]. Computer games are sometimes
described as a “Skinner box” because of the way they offer
reward or punishment for the player’s behavior. Several
games requires a lot of trials to achieve certain goal like a
typical test. In behaviourist theory, a reward or positive
reinforcer is anything that increases the frequency of a
behaviour. Conversely, punishment or negative reinforcer is
something that decreases the frequency of a behaviour. By
integrating ready-made computer games into the classroom
with the use of gamification is really a big challenge to the
teachers. The desires of gamification which combine the
intrinsic and motivation has something to do with an
extrinsic one to be able to increase the inspiration and
engagement [6]. Gamification is a manifold
socio-technological phe-nomenon with claimed potential to
provide a multitude of benefits [16], such as enjoyment as
well as social benefits through communities and social
inter-action. The impact of gamification really an important
issue to prioritize because of the augmented attention prior
to gamification usage [7] at the institution. In the study of
Lambton College in Sarnia, Ontario, they decided to include
gamification into their curriculum to achieve the desire of
their student’s prior to engagement. Another study in
Fanshawe College in London, Ontario, the use of
gamification has a significant impact not only in the
youngsters but also adults in terms of cultivating their
literacy skills [13].To test the students engagement in
learning is really hard for post-secondary surroundings is
serious as student engagement

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“with the positive outcomes, characterized by first-year
student grades as well as the first and second year student
determination [14]. The theory of gamified learning
provides a theoretical framework to test the impact of
gamification efforts upon learner behaviors and attitudes, as
well as the effect of these behavioral and attitudinal changes
on learning. It does so by providing mediating and
moderating processes linking specific game elements to
learning outcomes [15]. In this example, game fiction must
successfully increase learner engagement, and learner
engagement must strengthen the relationship between
instructional content and outcomes. The effects of being
evaluated the strength on in-seat and on-task behavior of
student’s attention leads to a higher concerns [17]. This
study provides answer to the needs of the students with DS
prior to their behavior in their academic performance in a
Gamified learning Environment. It shall also be useful to the
teachers for it provides them materials to support their
teaching methodologies for students with disabilities and
special needs.
II. OBJECTIVES OF THE STUDY
The main purpose of the study is to enhance learning
abilities of the DS students by analyzing their behavior in a
gamified learning environment. The study was conducted at
SPED School in Baguio, Baguio City in 2019. Specifically,
the study was able to present the factors in analyzing the
behavior of students in a Gamified Learning Environment,
framework that is suitable for students with DS and
significant impact of the Gamified Learning Environment to
the academic performance of students with DS.
Feedbacks, especially those from teachers, influences
students’ social acceptance. The present study extends the
previous works [14], and investigates the influence of
teacher feedback on social acceptance of students with DS
compared to typically developing children in two different
school. Participants may either be taught in an inclusive
classroom in which they have many different experiences
with non-typically developing classmates (i.e. students with
DS) or in a regular classroom that permits little or no
personal experiences with classmates with disabilities.
III. MATERIALS AND METHODS
This study utilizes the descriptive-development method of
the research. It is said to be a descriptive method because it is
a fact finding study that involve describing, explaining, and
interpreting the conditions of present. Through descriptive
method, it is also concerned with conditions, practices
differences or relationship exists and interaction between the
participants. On the other hand, it is developmental because
the developers will design and develop system based on the
specification of the clients. Developmental method is a
systematic study of developing, designing and evaluating
instructional programs, process that must meet the criteria
for the acceptability of the system. This study adopted the
developed Gamified learning system intended for students
with DS and used as a tool prior to the results validation.
This study decided to use the Input-Process-Output (IPO)
diagram as our guide. In software engineering, IPO diagram
known with regards to system analysis approach because of
its graphical performance that reallyhas a dynamics features
in terms of data processing. An input-process-output
diagram includes all of the materials and information
required for the process, details of the process itself,
descriptions of all of the products and by-products resulting
from the process. The input is composed of the factors in
analyzing the students’ behavior in a gamified learning
environment, the framework suitable for students with DS
and gamified learning system. The process includes
developed system as a tool used and the traditional way of
teaching. Teachers can use activity area with games as a
motivational tool for students. In front of their peers, the
students get inspired when they know that soon they will be
verified. Thus, students interested in studying the concepts
they have freshly studied. Activity area allows students to
build on prior information and support concepts which may
have been unresolved to them. The output is the Analyzing
the Students Behavior with Down Syndrome in a Gamified
Learning Environment: which is a new tool that can be used
to improve the traditional way of teaching. Fig. 1 shows the
paradigm of the study which uses the Input-Process-Output
Model.
Fig. 1: Paradigm of the Study
IV. RESULTS AND DISCUSSIONS
The researchers found out that SPED school in Baguio
City are using a traditional way of education. The authors
decided to adopt a developed gamified learning system that
will suit to the learning instruction for the DS students
through multimedia technology-based learning system.
With the observations, interviews, and documentation the
developers found out what will be the best tool on how to
designed and develop the gamified learning system
effectively for the DS students is through the use of
multimedia. Student participation data in pre- and post-class
activities (e.g. thinking activities, quizzes) suggested that
gamification strategies positively affected students’
behavioral engagement, especially in stimulating learner’s
behavioral engagement, especially in stimulating learners to
complete more activities on time and being persistent with
their participation.

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Teachers of DS students has also a big role in the early
intervention of the game like the usual class in their
classroom to assess their students for better results in order
to analyze their behavior during the given period of time.
“Despite the level of motivation and ability, a trigger at
the appropriate time is necessary to bring about a behavior
predictably [9].” The appropriate trigger should be situated
or available especially to DS students at the right moment,
not only for the implementation of behavior, but also to
foresee future behavior, moreover having the right trigger at
the right time makes the users satisfied, and vice versa, the
presence of the wrong trigger at a wicked timing may have
undesirable effects, users may feel upset and frustrate,
leading to the development of negative feelings toward
activity. Triggers are very important in any user behaviors
even if the users are motivated and have the ability to
perform a task; in order to avoid any commotions and the
feeling of reluctance a good trigger must be considered. But
for the students with DS, we cannot predict if when is the
right trigger in a right time because of their unusual
capability and individual differences. In this case, proper
guidance and observations really needed.
A. Factors in Analyzing the Behavior of Students
As for the initial interview of some teachers teaching the
students with DS of SPED-Baguio, these are the tantrums
observed as they getting older:
When restricted with what they enjoy doing, when they
urge to do something, when they meddled in the middle of
their task, prolonged absences, class suspensions, vacations,
wish not granted, not feeling well during their menstruation
period for the women, transition period (daily living skills,
personal social skills, occupation guidance and preparation)
and home related issues that they brought up to their school.
Table 1 shows some of the learning style factors and
remedies.
Table 1: Factors and Learning Style Strategies
AREA FACTORS/
LEARNING STYLE
TIPS/TACTICS/
STRATEGIES
Classroom
Information
and
Curriculum
Students with Down
syndrome are
visual learners
May suffer some degree
of hearing loss and have
fewer short-term
memory channels.
Fine Motor Skills –
Because of hypertonia
(decreased
muscle tone) and
motor-
planning difficulties,
printing numerals can
Use teaching methods
that involve cues and
objects.
 Pair pictures
with spoken
words.
 Present
information
visually (e.g.
overhead
projector,
posters,
pocket charts,
chalkboard).
 Use simple
be frustrating
and fatiguing, and turn
a
math lesson
(understanding
and processing math
concepts) into a
handwriting
lesson.
directions.
 Break down
directions into
small steps.
 Allow students
with Down
syndrome to
circle correct
answers or use
stamps, number
cards or tiles.
 Are not proficient in
auditory
processing and
auditory memory.
 Have difficulty
retaining
directions or
information that is
only processed
verbally.
 Need time to process
new skills they
have learned
before moving on
to others.
 Have a slower rate of
learning than
peers.
Be aware that
some students may
lack the fine motor
coordination to use
a keyboard and
mouse effectively.
Assistive and/or
adaptive
equipment
such as specialized
key guards or
alternative
keyboard can be
used.
Allow adequate
response time.
Assign fewer
problems to a
page.
Give students
more freedom to
choose
their work
activities.
Foster
independence
and self – reliance
by balancing
developmental
and chronological
needs as higher
academic
expectations are
set in the
classroom.
When presenting
independent work,
try
to divide it into
small segments
(e.g. fold test in
half).
Give more time
to complete tasks.
Reduce length of
assignments.

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B. Activity Theory Framework
Online courses or instructive software presented to
learner’s in terms of modules towards educational
gamification concern. The best thing to understand if how
the learners being observe pleasurability in gamification
after several trials or testing, has an important
consideration. Activity theory depicts in Figure 2, and was
elevated by the Russian psychologist Lev Vygotsky was the
serious design theory to guide the observed research
activities. As learning is a social behavior, it is necessary to
analyze the learners’ inclinations for dissimilar types of
agreeable learning experiences from a complete point of
view. The Subject is composed of individual or group in the
activity. It also includes the objects that can act as means for
the subject in the activity. They can implement rules or any
regulation that can give inspiration on how the movement
takes place. In terms of engagement, the social group must
participate.
Fig. 2: Analysis of movement and facilitating relationships
According the theory, the method in activity analysis has
a significant impact to evaluate difficult learning
atmospheres, on how the students interacts with the
technology during classes. In a qualitative research, activity
systems method important because it is intended to improve
understanding of human activity positioned in a complex
setting and is graphicallysignified bya sequences of triangle
diagrams. With this, the researchers and the audience can
easily recognize the relationship between each element to
the others. Figure 2, depicts the model below (Figure 3). The
researchers easily understand the qualitative data which
came from interviews and groups.
The activity needs to be examined on how the students
learned in the educational contexts. The subject in this
activity is the DS students which needs to examine. To
understand the activity, they need to interact as a class or a
team. Bear in mind, agreeable learning experiences is the
goal of this activity that the students must experience. About
the learning purposes in each dissimilar courses are the
guidelines that affect this activity. The learners of this
activity is the online and/or face-to-face learning
surroundings. The students and the instructor makes the
separation of work in this activity.
Fig. 3: Activity scheme analysis method in estimating
pleasurability in informative gamification
C. Significant Impact of the Gamified Learning
Environment to the academic performance of students
with Down syndrome.
Users’ observation carried out during the pilot test and the
opinions collected in the teachers’ interview performed after
the field test allow us to describe the behavior of the users
with DS during the gaming sessions as attentive, taking the
video game seriously; they like the video game and feel
motivated to play; and they focus their attention, even
students with attentional problems[18]. Performing tasks
that can cause experiences of failure may demotivate people
with DS, because of their low tolerance to frustration.
Therefore, the feedback offered to the user by the game is
always positive, both when the user performs the activity
correctly and incorrectly.
Based on observation, it seemed impossible on how quiet
they are, even the ones who are more active. Some of them
are much focused. They feel the responsibility of doing it
well, they are super serious and super formal. It caught our
attention how they remain staring at the screen. Teacher
reported: “Mika is a girl that has a mild DS status. [During
the game session] she has been very attentive, focused and
giving the answer immediately. She has done everything
right. But above all, the attitude of being calm, following
everything correctly, super responsible”. Compared to the
traditional teaching method the learners seems bored on
viewing the cards and boards. Table 2 shows the results of
the questionnaire for each group of players interviewed after
the pilot test with the assistance of the teachers. Players
expressed the fact that they liked to test the game and would
like to continue the story later.
Table 2: Overall Acceptability of the GLE
Statements
Overall Acceptability
Response Description
01. Instructional
Content on the GLE
has been presented
effectively.
4.6 SA

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02. I learned about
the CVC, Riddle,
Memory Games, Math
and Typing through
games using GLE.
4.6 SA
03. I enjoyed the
experience of using
the Gamified
Learning
application.
4.6 SA
04. Using the
Gamified Learning is
easy for me.
4.6 SA
05. The activities
/story presented in
the GLE is useful.
4.6 SA
06. The user would
like to play again in
the future and the
user would like to
know how the story
continues.
4.6 SA
07. There was
sufficient time to
finish the
activities.
4.5 SA
08. My level of
involvement is high. 4.6 SA
09. The components
of GLE suit to my
curriculum.
4.6 SA
10. Using Gamified
application really
improve my academic
performance.
4.7 SA
11. The user/learner
manifest to have
learned something
with the video game.
4.6 SA
12. This was really a
useful learning
experience.
4.6 SA
Pooled Mean 4.6 SA
Legend: SA-Strongly Agree; A-Agree; N-Neutral; DA-Disagree; SD-Strongly
Disagree
The target user is satisfied with regards to the content of the
Gamified Learning Environment (GLE). Based on the
rating, the authors are motivated to enhance the
functionality of the GLE in the future. The target user
strongly agrees with the ratio of 4.6 which means that the
GLE has the functionality needed in their school course and
has a greater impact to their academic performance. Table 3,
4 and 5 also shows the results of the T-test from the levels of
easy, intermediate and hard which has a higher performance
rate.
Table 3: T-test Results (Math)
Table 4: T-test Results (Riddles, CVC and Typing)
Riddles, Cvc ,Typing T-Test Result
Riddle T-Test
Result
Cvc T-Test
Result(Vowels)
Cvc T-Test
Result(Consonant)
Typing
T-Test
Result
5.25515E-20 0.052559208 0.000940494 0.05800921
1
Table 4: T-test Results (Memory Game)
Memory Game T-Test Result
Easy Time
T-Test Result
Intermediate Time
T-Test Result
Hard Time
T-Test Result
0.171200427 7.15987E-07 0.127444017
V. CONCLUSION
The technology incorporates multimedia and the
curriculum-based assessment was the basis of the authors on
determining the content of the gamified learning system
developed; the system provides a more interactive way of
teaching and new learning environment for the learners.
Thus, it could support the traditional method of learning
since it allows a user to study the lessons that are based on
the curriculum-based assessment. The authors have viewed
and studied the future outcome of the game-based learning
system and its implications to behaviorism. Based on the
literature and the study findings we can say that learners
should not to distract when they are highly goal oriented.
When the gamified learning is entertaining DS students are
likely to engage more. When the students are overloaded
with the information in the gamified learning they get
irritated, therefore goal impediment has a significant impact
to the negative experience. The gamified learning system
features resulted in positive effects on learner’s academic
performance among DS are mathematics, riddles, consonant
vowel consonant (CVC), memory games, achievements,
leader boards, and levels. Thus, it could support the
traditional method of learning since it allows user to study
the lessons that are based from the curriculum-based
assessment. Based on the results of evaluation, different
factors in analyzing the behavior of students in a Gamified
Learning Environment that need to consider in teaching
students with DS and the designed framework using
gamified learning system helps students with special needs
in terms of their academic performance and behavior. The
attribute of learning is improved when teachers or educators
must have to consider the ethical considerations specially
students with disability.
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