The use of analog games in an independent designated inclusive mathematics classroom: A case study

Education in Canada is overseen by provincial/territorial governments, so there are large discrepancies between provinces/territories, with some jurisdictions providing inclusive education successfully and others continuing to operate segregated institutions (Bota, 2023). The independent designated inclusive education school (IDIES) is apart of British Columbia (BC)'s inclusive education system. Although some may view it as segregated institution since it does not represent full inclusion, IDIES were designated to provide highly specialized educational programs for a unique group of students with a range of inclusive educational needs. While there are some local studies examining inclusive education in BC high schools, little is known about what approaches are used in IDIES to support the learning experiences of students with disabilities. This study investigates the use of Game-Based Learning (GBL) at an IDIES in BC, Canada using interpretivist case study methods. GBL is examined in the context of a mathematics class to understand how GBL support the learning experiences of students with disabilities and the teacher's view about GBL. The study explores the students' responses to the use of GBL through a sociocultural lens. This study demonstrated the importance of students' social learning experiences in the classroom, reinforcing the value of socio-cultural framework of learning. The social aspects of learning emanating from this study were reflected in social interaction, social and cognitive engagement, and collaborative learning. Analog games were at the center of these social experiences and transformed students into active participants of their learning. Additionally, the element of 'having fun' while playing games was an important element in supporting students' experiences and contributed not only to students' enjoyment but to students' being cognitively engaged in learning.