Engineering Education through Assistive Game Development: Supporting Speech Patterns and Verbal Productivity in Children with Mild Intellectual Disabilities
DOI:
https://doi.org/10.16920/jeet/2026/v40is1/26152Keywords:
Assistive Technology, Engineering Education, Game-based Learning, Mild Intellectual Disabilities, Probing Questions, Verbal Productivity.Abstract
This study develops and evaluates a probing-based assistive game to support speech patterns and verbal productivity in children with mild intellectual disabilities (MIID) from an engineering education perspective. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Initial analysis identified limitations in vocabulary, phrase and sentence development, speaking productivity, and pragmatic communication. Based on these needs, a game application integrating gradual probing questions was developed using the Unity engine through a human-centered and iterative design process. The application was validated by content and media experts, followed by limited testing and classroom implementation. The findings indicate that probing-supported interaction enabled children with MIID to produce more varied vocabulary, longer utterances, more complete sentence structures, and emerging pragmatic expressions compared with their initial responses. The game also enabled active participation in language learning activities. From an engineering education perspective, the study demonstrates how assistive technology, instructional design, and iterative game development can be integrated to meet specific learning and communication needs. The findings support the development of inclusive educational technologies that connect engineering-based design solutions with special-needs education.
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