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Analysis of Digital Leadership in School Management and Accessibility of Animation-Designed Game-Based Learning for Sustainability of Education for Children with Special Needs

Author

Listed:
  • Basak Baglama

    (Department of Special Education, Cyprus International University, Nicosia 99010, Cyprus)

  • Emirali Evcimen

    (Institute of Graduate Studies, Faculty of Education, Near East University, Nicosia 99138, Cyprus)

  • Fahriye Altinay

    (Faculty of Education, Institute of Graduate Studies, Societal Research and Development Center, Near East University, Nicosia 99138, Cyprus)

  • Ramesh Chander Sharma

    (Instructional Design, Dr. B. R. Ambedkar University Delhi, New Delhi 110015, India)

  • Ahmed Tlili

    (Smart Learning Institute, Beijing Normal University, Beijing 100875, China)

  • Zehra Altinay

    (Faculty of Education, Institute of Graduate Studies, Societal Research and Development Center, Near East University, Nicosia 99138, Cyprus)

  • Gokmen Dagli

    (Faculty of Education, University of Kyrenia, Kyrenia 99320, Cyprus
    Faculty of Education, Near East University, Nicosia 99138, Cyprus)

  • Mohamed Jemni

    (Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), University of Tunis, Tunis 1008, Tunisia)

  • Rustam Shadiev

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Yucehan Yucesoy

    (Faculty of Education, Near East University, Nicosia 99138, Cyprus)

  • Menil Celebi

    (Health Faculty, Near East University, Nicosia 99138, Cyprus)

Abstract

With the rapid integration of technology into educational environments during the pandemic period, the teaching processes in classrooms and private education institutions began to be carried out with technology support. Game-based animation learning designs in technology-supported educational environments provide an interesting and motivation-enhancing learning experience in developing students’ education skills. In today’s educational environments, 2D and 3D animation game designs are the unique technology-supported learning environments in teaching many different skills, behaviors, and concepts to individuals with special needs. Visual designs and animations are one of the technologies necessary to prepare individuals with special needs for an independent life. The accessibility of animation designs for teachers and families has gained significant importance during the COVID-19 pandemic period. Technology education supports the visual, listening, reading, writing, social, and communication skills of individuals with special needs, facilitates their independent life skills, and contributes to their development as a guide. This allows individuals to learn the targeted information more easily, permanently, and quickly. In this context, this study provides information on the use and accessibility of animation technology in special education, offers suggestions for the benefit of visual design and animation, which are among the assistive technologies, and gives insights into how school management is ready for digital education.

Suggested Citation

  • Basak Baglama & Emirali Evcimen & Fahriye Altinay & Ramesh Chander Sharma & Ahmed Tlili & Zehra Altinay & Gokmen Dagli & Mohamed Jemni & Rustam Shadiev & Yucehan Yucesoy & Menil Celebi, 2022. "Analysis of Digital Leadership in School Management and Accessibility of Animation-Designed Game-Based Learning for Sustainability of Education for Children with Special Needs," Sustainability, MDPI, vol. 14(13), pages 1-12, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:7730-:d:847046
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    References listed on IDEAS

    as
    1. Christian M. Stracke & Daniel Burgos & Gema Santos-Hermosa & Aras Bozkurt & Ramesh Chander Sharma & Cécile Swiatek Cassafieres & Andreia Inamorato dos Santos & Jon Mason & Ebba Ossiannilsson & Jin Gon, 2022. "Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education," Sustainability, MDPI, vol. 14(3), pages 1-23, February.
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