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A true experimental design compares 34 special education students in Turkey, where the experimental group receives five weeks of blended learning supported by researcher-designed interactive geometry games, while the control group uses traditional classroom instruction. Results indicate significant improvements from pre-course to post-course in both course attitudes and academic achievement scores. Group differences are not significant by gender, while higher daily mobile device usage relates to higher post-test achievement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-examination-of-the-impact-of-game-based-geometric-shapes-education-software-usage-on-the-education-of-students-with-intellectual-disabilities/601350/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-examination-of-the-impact-of-game-based-geometric-shapes-education-software-usage-on-the-education-of-students-with-intellectual-disabilities/601350.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine about game-based education software?","Question",{"text":63,"@type":64},"It examines the impact of using game-based geometric shapes education software within an e-learning environment on the education of students with intellectual disabilities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the experiment designed and what were the groups?",{"text":68,"@type":64},"The study used a true experimental method with 34 students. The experimental group received five weeks of blended learning supported by researcher-designed interactive game applications, while the control group used traditional classroom teaching.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings regarding attitudes and academic achievement?",{"text":72,"@type":64},"Attitudes and academic achievement scores increased significantly from pre-course to post-course. 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Design/Approach/Methods: The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in C¸ anakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher, which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection. Findings: The analysis of the findings showed that there was a significant increase between precourse and post-course attitudes and academic achievement scores ofthe students. There wasn’t a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males’ academic achievement and attitude post-test scores were higher than females’ scores. Students having upper daily mobile  \nCorresponding author:  \n¨Umit Demir, Department of Computer Technologies, C¸ anakkale Onsekiz Mart University, C¸ anakkale 17020, Turkey. Email: [umitdemir@comu.edu.tr](umitdemir@comu.edu.tr)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \ndevices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience.  \nOriginality/Value: This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations.  \nKeywords  \nGame-based education, geometry education, special education  \nDate received: 16 December 2019; revised: 24 May 2020; accepted: 18 June 2020  \nIntroduction  \nPlaying computer games is an important part of our social and cultural environment (Oblinger, 2004) . They are especially appealing as the most popular and attractive usage activity of the computers and mobile devices in the home to children and adolescents (Chassiakos et al., 2016; Downes, 1999; Harris, 1999; Mumtaz, 2001; Subrahmanyam et al., 2001) . Gamification and gamebased learning is a trend that has been applied in many settings including education, social media, and workplace training (Kapp et al., 2020; Pho & Dinscore, 2015) . Generally, games are defined asan immersive, voluntary, and enjoyable activity in which a challenging goal is pursued according to agreed-upon rules by researchers (Kinzie & Joseph, 2008) . In game-based learnin","cbCairVdIwoz2Jr3","https://ap.wps.com/l/cbCairVdIwoz2Jr3","pdf",352971,23,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Game-based learning and motivation\n## Frameworks for learning environments","[{\"question\":\"What does the study examine about game-based education software?\",\"answer\":\"It examines the impact of using game-based geometric shapes education software within an e-learning environment on the education of students with intellectual disabilities.\"},{\"question\":\"How was the experiment designed and what were the groups?\",\"answer\":\"The study used a true experimental method with 34 students. The experimental group received five weeks of blended learning supported by researcher-designed interactive game applications, while the control group used traditional classroom teaching.\"},{\"question\":\"What were the main findings regarding attitudes and academic achievement?\",\"answer\":\"Attitudes and academic achievement scores increased significantly from pre-course to post-course. No significant differences were found between pre- and post-course outcomes by gender and academic achievement scores.\"}]","An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students With Intellectual Disabilities | PDF",1792092444,58]