Research Proposal: Game-Based Learning and Learning Disabilities

This research proposal investigates the significance of teaching game-based learning (GBL) to preschool and primary teachers, with a specific focus on students with learning disabilities. The proposal begins with an introduction outlining the rationale for the study, emphasizing the increasing need for teachers to engage students, especially those with learning disabilities, through technology. It defines the research aims, which is to analyze the need for teaching about game-based education to the teachers of pre-school to aid the learning process of students with learning disabilities, and poses key research questions. The proposal then reviews existing literature on GBL, discussing its advantages and disadvantages, the need to train teachers in its relevance, and its application in teaching students with learning disabilities. The methodology section outlines the data collection procedures, which will involve semi-structured interviews with teachers and a literature review, followed by qualitative data analysis using action research. The proposal concludes with a discussion of the intended outcomes and ethical considerations, providing a comprehensive plan for the research project.

Running head: PROPOSAL
Proposal
Name of Student
Name of University
Author Note

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PROPOSAL
Table of Contents
1. Working Title of Research...............................................................................................2
2. Introduction......................................................................................................................2
2.1. Rational of the Proposed Topic................................................................................2
2.2. Research Aim............................................................................................................3
2.3. Research Questions...................................................................................................3
3. Identification of Previous Research in the Field..............................................................3
3.1. Game Based Learning: Advantages and Disadvantages..........................................4
3.2. Need of Teaching the Relevance of GBL to Teachers.............................................4
3.3. GBL in teaching students with Learning disabilities................................................5
3.4. Process of applying GBL in class.............................................................................5
4. Proposed Research Methodology....................................................................................6
4.1. Data Collection Procedure........................................................................................6
4.2. Research Design.......................................................................................................7
4.3. Data Analysis Method..............................................................................................8
4.4. Ethical Consideration................................................................................................9
4.5. Proposed Timeframe...............................................................................................10
5. Intended Outcomes........................................................................................................12
Bibliography......................................................................................................................13

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PROPOSAL
1. Working Title of Research
Analyzing the importance of teaching the Relevance of Game-Based Learning to Preschool and
Primary Teachers with special focus on the needs of students with learning Disabilities
2. Introduction
This section of the proposal introduces the audiences to the topic and provides a brief
overview of the need of executing this study. In this following section, the rationale, research
aims and the questions that will be evaluated in the study are discussed.
2.1. Rational of the Proposed Topic
In recent time, there is an increasing need for the teachers to provide the needed aid to
keep the learners engaged with their learning. This need is more significant with the students
having learning disabilities. The use of newer technology in education has gradually become a
paramount need to ensure that the students remain engaged with the study. However, the
appropriate use of new technology or processes requires the teachers to know and learn about the
same first, so that they can make an effective use of the same in teaching the students (Cojocariu
and Boghian 2014). The teachers of the preschool are needed to be properly trained while
handing the student with learning disabilities (Lester et al. 2014). Through this undertaken study,
the researcher aims in analyzing the need of teaching the teachers, the importance of game based
learning so as to improve the learning experience of students having learning disabilities. Thus,
the undertaken study is justified as it will provide the audiences with an idea of relevance of

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PROPOSAL
teaching game based education and the process in which game based education can be
implemented in preschool level by providing appropriate training to the teachers.
Both traditional and digital games have the potential of captivating the students’
concentration and engagement for a long time (All, Castellar and Van Looy 2016). Digital games
can therefore be designed as a learning tool for the students with learning disability and
therefore, conducting this research is of paramount importance.
2.2. Research Aim
The research aims to analyze the need of teaching about game based education to the
teachers of pre-school to aid the learning process of students with learning disabilities.
2.3. Research Questions
The proposed study will evaluate the following research questions-
1. Why is game-based leaning important for pre-school and primary teachers?
2. How can game-based learning help teaching the students with learning disabilities?
3. What are the benefits and disadvantages of game based learning?
4. What are the recommended strategies for application of game based education in
preschool?
3. Identification of Previous Research in the Field

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This section of proposal will undertake a brief literature review to evaluate the existing
literature in this field. This section is important to address the most significant area that are
needed to be evaluated in this particular research.
3.1. Game Based Learning: Advantages and Disadvantages
The creation and use of electronic games in aiding the students’ earning process have
become quite significant in the last five decades. Game based learning has the capability of
changing the entire teaching process (Qian and Clark 2016). The modern digital games enables
the teachers to create almost any type of experience they want for the students with the help of
various types of digital games (Cojocariu and Boghian 2014). Thus, the technology of game
based learning can act to be an operative tool to aid the learning experience of the students
having learning disabilities. The concept of game based learning (GBL) is not new as the
traditional process of GBL was developed almost 30 years ago. However, in the last few years,
the prominence of digital GBL has increased to facilitate the understanding and knowledge of the
students.
However, there are certain disadvantages linked with GBL. The teacher are needed to be
well trained about the several mechanisms and the working principle of the game so that they are
able to properly anticipate the time and the needs of a student in accomplishing all the levels of
the game so that the learning outcome of the games are achieved (Reinders and Wattana 2015).
Another key disadvantage of GBL is that excessive dependence on GBL can lead to complete
elimination of the classroom interaction leading to increase in addiction to computer interaction.
This can significantly decrease the social interaction skills of the students.
3.2. Need of Teaching the Relevance of GBL to Teachers

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The teachers of the preschool and primary school are needed to be made familiar with the
digital GBL to ensure correct implementation of the same on the students with disabilities
(Felicia 2014). The teachers may not be familiar with the computers games that are mainly used
in GBL and therefore, teaching the relevance of the same to the teachers becomes a necessity
(Cojocariu and Boghian 2014). The most significant way of teaching the teachers the relevance
of GBL is to train them about the games and make them play the same so that they have a
detailed idea of the method that they need to apply while teaching the students, especially
students having learning disability. Workshops and seminars can be arranged for the teachers to
provide them with an idea of the working principle of the games.
3.3. GBL in teaching students with Learning disabilities
Digital GBL is found to have a positive effect on the students having intellectual
disability (Hsieh, Yi-Chun and Hou 2015). Students having learning disability are generally
categorized as slow learner (Cojocariu and Boghian 2014). GBL has the capability of aiding the
learning process of this type of students as GBL provides an alternative to the traditional learning
processes which in turn helps in overcoming the learning disabilities of the special students by
increasing their classroom interaction.
3.4. Process of applying GBL in class
According to Nolan and McBride (2014), proper application of the GBL in preschools
and primary schools are important to ascertain that the maximum value of GBL is realized.
Choice of an appropriate theme of GBL is necessary to captivate the interest of the students. For
examples, in a girls’ school, the fairytale theme of digital GBL can significantly contribute to
fulfilling the operational objectives of the GBL. It is very necessary to perform a trail game

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before implementation of the same in front of the students. Once the primary stage of the game
becomes successful, the game can be further complicated for the students to make the learning
experience more engaging for the student. However, the complexity of the games can be kept
low for students having learning disabilities (Chang et al. 2017). However, the key process of
ensuring that the maximum benefits of GBL is achieved is to ensure that the teachers are trained
about the correct process of presenting the games to the students. The need of designing special
education processes or an alternative framework arise when GBL is to be used for increasing the
engagement of the student having learning disability with learning (Cojocariu and Boghian
2014). Since the advantages of GBL has been already established, it is necessary to train the
preschool and the primary school teachers about the most effective technique of implementation
of the GBL in schools.
4. Proposed Research Methodology
This section of the proposal will be evaluating the tools, techniques and the methods that
can be used for ensuring the success of the proposed research (Kumar 2019). Identification of
accurate and effective tools and technology for the research is needed to ensure that the research
is being conducted as per the plan and the expected outcome of the research is realized. In the
succeeding sub sections, the method of data collection, data analysis and timeframe for
conducting the entire research is outlined.
4.1. Data Collection Procedure
The study involves analysis of the relevance of training the teachers about the game
based learning along with examination of the importance of GBL in aiding the learning process
of students suffering from learning disabilities. Thus, two separate data are needed to be

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collected for the proposed research, one is data about the need of the providing training to the
teachers and another data about the importance of GBL in aiding the learning process of students
possessing learning disabilities.
Therefore, for this particular study, the collection of data from both the primary sources
and the secondary sources are recommended. The data from the primary sources will be
collected from teachers by conducting semi structured interviews (Bresler and Stake 2017).
Primary data is generally collected in three ways, which include interview, observation and
survey (Flick 2015). The survey method enables collection of a large number of data from
primary sources while the interview technique enables collection of valid data from a relatively
smaller group of research participants.
The method of direct interview is proposed for the research as by this method, a pre-
determined group of five teachers will be interviewed to collect data about their views regarding
GBL, the need of training the teachers in GBL and the advantages of GBL in teaching the
students having learning disabilities. Along with the collection of data from the interview,
secondary data will be collected by an extensive literature review about the emergence of digital
GBL and its significance in teaching the students having learning disabilities. The secondary data
to be obtained will give the researcher with a detailed idea of the advantages and the need of
GBL. Thus, the choice of collection of both primary and secondary data for the research is
justified. The collected data will then be analyzed with the use of an effective tool to find
answers to the identified research questions.
4.2. Research Design

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Research design can be described as a set of methods and processes that is used for
collection and analysis of the variable measures that are quantified in the research. Proper
identification of the research design is needed as it helps in explaining the type and the sub type
of the research in an effective manner (Choy 2014). The choice of the research design is mainly
based on effective data collection, measurement and investigation of the data.
The research design that is opted for the research is action research. Action research
corresponds to a wide variety of investigative research methods that is used for diagnosing a
problem or a weakness. Thus, the choice of action research as the research design is justified. It
will help the researcher in developing a practical solution to the problem in an effective manner.
The action research conducting an interview with the teachers of the primary and pre-school to
understand their views regarding the advantage of GBL in students having learning difficulties
and also the need of providing training of the same to the teachers.
4.3. Data Analysis Method
The collected primary data through interview and the secondary data through literature
review will be analyzed by qualitative data analysis method (Fletcher 2017). This method of data
analysis is chosen as the research does not involve collection of any statistical data. Qualitative
analysis is mainly based on subjective judgment of non-quantifiable information and therefore
choice of this data analysis process for this study is justified.
The success of the undertaken study is largely dependent on appropriate presentation of
the outcomes of the study (Jamshed 2014.). The use of qualitative research method will help in
objectifying the collected information and presenting it in form of research finding. The choice
of this data collection method will help in gaining and understanding of the underlying reasons,

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opinions and motivation of conducting a particular study (Taylor, Bogdan and DeVault 2015).
Thus it can be commented that the findings of the research will be presented in a form that is
easily understandable to the audiences. Since data for the study will be collected from interview,
and the collected data will be presented in easily understandable form (Lewis 2015). Thus, the
findings of the research will be of a great help to the audiences, the teachers and the school
authorities.
4.4. Ethical Consideration
Any research is linked with certain ethical considerations which are linked with a
research. A research that involves collection and analysis of primary data are linked with the
following ethical considerations-
1. The participants of the research should not be subjected to any harm in any manner
(Connelly 2014)
2. Respect to the self-esteem of the participants is necessary to be emphasized
3. Full agreement of the research participants are needed to be taken prior to the study
4. Secrecy of the individuals and the organizations that are associated with the undertaken
research are needed to be maintained
5. The research should not include any deception or overstatement about the research
aims and its objectives.
6. All the communication process associated with the research is needed to be done with
utmost uprightness and transparency

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7. Use of any ambiguous information in demonstration of the primary data is needed to
be avoided.
The above discussed ethical consideration is linked with the proposed research as well.
The following steps are needed to be taken to address the above indicated ethical considerations-
1. Since the research involves collection of primary data, voluntary participation of the
research respondents becomes a necessity (Gray 2019). Therefore, the respondents will be given
the rights of withdrawing at any given stage of the research
2. The respondents will require to take part on basis of an informed agreement
3. Privacy and secrecy of the participants are will be maintained throughout the research
(Greenwood 2016)
4. Acknowledgement of the contribution of the other authors will be provided in the
research
The above points indicate the ethical considerations linked with the proposed study.
4.5. Proposed Timeframe
The time required for completion of the proposed research is indicated as follows-

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Tasks Week
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Week
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Week
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Week
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Week
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Week
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Week
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Week
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Week
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Topic Identification and
Background Study
Preparation and Approval
of Research Proposal
Review of Literature
Collection of Research
Data
Analysis of research Data
Writing Final Research
Paper
Submitting the Draft
Work and Revision
Final Research Paper
Submission

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The proposed research study is expected to take at least 3 months for completion. Some
of the tasks will be conducted in parallel.
5. Intended Outcomes
The undertaken research is expected to provide a comprehensive overview of the need of
introducing GBL in teaching the students who have learning disability. The use of GBL is
expected to increase the engagement of the student with the learning. However, since it is
integral to implement GBL in an effective manner, it is essential to provide proper training to the
teachers. The research study is expected to establish the importance of teaching the teachers
regarding the efficient application of GBL in daily learning processes of the students. The
research is expected to provide a detailed overview of the need of GBL in making the learning
process of student having learning disorder easier. The research is expected to fulfill the
identified aim by finding answers to the set questions of the research. The proposed study is
expected to be successful if it is carried out in a planned manner.

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Bibliography
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based learning: Best practices. Computers & Education, 92, pp.90-103.
Bresler, L. and Stake, R.E., 2017. Qualitative research methodology in music education.
In Critical Essays in Music Education (pp. 113-128). Routledge.
Chang, C.C., Liang, C., Chou, P.N. and Lin, G.Y., 2017. Is game-based learning better in flow
experience and various types of cognitive load than non-game-based learning? Perspective from
multimedia and media richness. Computers in Human Behavior, 71, pp.218-227.
Choy, L.T., 2014. The strengths and weaknesses of research methodology: Comparison and
complimentary between qualitative and quantitative approaches. IOSR Journal of Humanities
and Social Science, 19(4), pp.99-104.
Cojocariu, V.M. and Boghian, I., 2014. Teaching the relevance of game-based learning to
preschool and primary teachers. Procedia-Social and Behavioral Sciences, 142, pp.640-646.
Connelly, L.M., 2014. Ethical considerations in research studies. Medsurg Nursing, 23(1), pp.54-
56.
Felicia, P. ed., 2014. Game-based learning: Challenges and opportunities. Cambridge Scholars
Publishing.
Fletcher, A.J., 2017. Applying critical realism in qualitative research: methodology meets
method. International journal of social research methodology, 20(2), pp.181-194.

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Flick, U., 2015. Introducing research methodology: A beginner's guide to doing a research
project. Sage.
Gray, D.E., 2019. Doing research in the business world. Sage Publications Limited.
Greenwood, M., 2016. Approving or improving research ethics in management journals. Journal
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Hsieh, Y.H., Yi-Chun, L. and Hou, H.T., 2015. Exploring elementary-school students'
engagement patterns in a game-based learning environment. Journal of Educational Technology
& Society, 18(2), p.336.
Jamshed, S., 2014. Qualitative research method-interviewing and observation. Journal of basic
and clinical pharmacy, 5(4), p.87.
Kumar, R., 2019. Research methodology: A step-by-step guide for beginners. Sage Publications
Limited.
Lester, J.C., Spires, H.A., Nietfeld, J.L., Minogue, J., Mott, B.W. and Lobene, E.V., 2014.
Designing game-based learning environments for elementary science education: A narrative-
centered learning perspective. Information Sciences, 264, pp.4-18.
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Nolan, J. and McBride, M., 2014. Beyond gamification: reconceptualizing game-based learning
in early childhood environments. Information, Communication & Society, 17(5), pp.594-608.

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Qian, M. and Clark, K.R., 2016. Game-based Learning and 21st century skills: A review of
recent research. Computers in Human Behavior, 63, pp.50-58.
Reinders, H. and Wattana, S., 2015. Affect and willingness to communicate in digital game-
based learning. ReCALL, 27(1), pp.38-57.
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