AN INTEGRATIVE LITERATURE REVIEW ON DIGITAL GAMES FOR INCLUSIVE EDUCATION OF THE DEAF: RELATIONSHIP BETWEEN THE CHARACTERISTICS AND TYPOLOGY OF KNOWLEDGE PROPOSED BY MARK BURGIN
DOI:
https://doi.org/10.48090/ciki.v%25vi%25i.1576Keywords:
Integrative Review, Educational Games, Inclusive Games, Deafness, Theory of KnowledgeAbstract
Abstract: In inclusive education, the importance of using inclusive digital educational games for deaf students is highlighted, as they incorporate accessible resources and have offered new opportunities for inclusion. In view of this, this study proposes an integrative review (RIL) to identify effective strategies for inclusive learning in the context of deafness. Studies show that Mark Burgin's main descriptive properties of knowledge can be applied in the design of inclusive games for deaf students. Data analysis was combined with bibliometric techniques and thematic analysis. The results show strategies used in the games, such as different media, adoption of clear language, availability of digital resources and accessible navigation, in addition to visual resources among others.
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