This paper is part of a larger research project conducted by a group of researchers belonging to the University of Borås (Sweden) in order to expand the knowledge on how mobile apps are identified, motivated and implemented in Swedish schools. Here, we show results that primarily shed light on features of games and apps chosen by a variety of educational actors. The data production took place in two municipalities of Western Sweden (Borås and Kungsbacka) and were connected to several ongoing municipal projects focusing strengthened inclusion for newly-arrived students and students with a diagnosis of ASD. Research on games and applications in education is limited, both within a Swedish and an international setting. Besides, there are in proportionality more studies on higher education than on compulsory school. Thus, the study of characteristics of games and apps in education in general, and of games and apps both for students with a diagnosis of ASD and newly-arrived students in particular, seems to have been largely overlooked so far. These are grounds for arguing that this study is needed.

Education games and apps in swedish schools

Dipace A.
2017

Abstract

This paper is part of a larger research project conducted by a group of researchers belonging to the University of Borås (Sweden) in order to expand the knowledge on how mobile apps are identified, motivated and implemented in Swedish schools. Here, we show results that primarily shed light on features of games and apps chosen by a variety of educational actors. The data production took place in two municipalities of Western Sweden (Borås and Kungsbacka) and were connected to several ongoing municipal projects focusing strengthened inclusion for newly-arrived students and students with a diagnosis of ASD. Research on games and applications in education is limited, both within a Swedish and an international setting. Besides, there are in proportionality more studies on higher education than on compulsory school. Thus, the study of characteristics of games and apps in education in general, and of games and apps both for students with a diagnosis of ASD and newly-arrived students in particular, seems to have been largely overlooked so far. These are grounds for arguing that this study is needed.
978-88-97752-89-9
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11369/402409
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact