International Forum of Special Education and Child Development

特殊教育與兒童發展國際論壇  (ISSN 2709-5509) 

A Survey on Contemporary Applications of Board Games in Junior High School Resource Classrooms

Ching-Ting Hsu, Chieh-Yu Chen, Mou-Lan Wong

Published October 9, 2023; pp. 16–29;  PDF download 

The purpose of this study was to explore the applications of board games in junior high school non-categorical resource classes. An online questionnaire was used to survey 623 teachers in junior high schools' non-categorical resource classes across Taiwan. The regional distribution was similar to the distribution of the parent group in Taiwan, and the difference in the ratio between counties and cities was only -2.4% to +1.7%. The questionnaire included questions in five categories: "Board Games Classroom Applications and School Support", "Implementation Method", "Student Reception", "Selection Considerations and Teaching Restrictions", and "Reason for Not Using".The results of the questionnaire are analyzed and summarized as follows:
1. Most teachers receive board game information through recommendations from other educators.
2. The most used board games are those that require reaction.
3. Teachers most often apply board games to integrate teaching in social skills classes.
4. Teachers most often simplify board game rules to integrate the games into resource class teaching.
5. Teachers are mostly convinced that the application of board games can enhance students' motivation, interest and social skills.
6. For most teachers, the most important factor in choosing a board game is whether the game is interesting or not.
7. The most restrictive reason for integrating board games in teaching is the cost of board games.
8. The main reason teachers did not apply board games in teaching is the lack of knowledge for specific implementation methods.
Based on the research results, this study provides references for future teachers, board game designers and researchers to integrate board games further in teaching.


Volume 4, 2023

Examining the Developmental Differences of Young Children: A Comparison between Shanghai and the United States


Zhen Chai, Ching-I Chen, Xiaoyan Bian, Chieh-Yu Chen, Jane Squires

Published October 9, 2023; pp. 1–15;  PDF download 

Ages & Stages Questionnaires - Chinese (ASQ-C), a parent-completed questionnaire for developmental screening, is the Simplified Chinese translation of Ages & Stages Questionnaires – Third Edition (ASQ-3). This study examined the ASQ-3 and ASQ-C item invariance and compared the mean scores between the Shanghai and the U.S. samples of five developmental domains (i.e., Communication, Gross Motor, Fine Motor, Problem Solving, and Personal Social) across 19 age intervals, from 3 to 66 months. Data were analyzed using differential item functioning (DIF) and independent t-test analyses. Results suggested that half of the ASQ-C and ASQ-3 items demonstrated DIF, which means the items function differently between the two groups, and the between-group mean scores comparison were significantly different in most age intervals across all five developmental domains. Plausible reasons for the differences were discussed.

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