Video Games as Learning Environments for
Students with Learning Disabilities

Elizabeth S. Simpson
Special Education Department
University of Wyoming

Citation: Simpson, Elizabeth S. (2009). "Video Games as Learning Environments for Students with Learning Disabilities." Children, Youth and Environments 19 (1): 307-320. Retrieved [date] from http://www.colorado.edu/journals/cye/

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Abstract

This article draws from the literature on self-determination and Universal Design for Learning principles to set forth the theory that students identified as having learning disabilities may be environmentally disadvantaged and their learning difficulties exasperated by the traditional classroom learning environment. Alternatively, the digital learning environment found in simulation video games is designed so participants can be autonomous, self-directed, goal-oriented and successful. These are, coincidentally, the salient features of a technology-enhanced learning environment designed with Universal Design for Learning principles.  The paper argues that the use of digital learning environments that encourage participant access and success may reduce the need for labels of disability in the future.

Keywords: learning environments, learning disabilities, video games, simulation games, self-determination, universal design, autonomy, relatedness, competence