Introduction：

This academic paper examines the effectiveness of a game-based career education module incorporating multi-scaffolding and mobile technology for high school students with mild intellectual disabilities (MID). Through a quasi-experimental design with 32 participants, the study found that the game-based approach improved learning effectiveness, motivation, flow state, and game acceptance in the experimental group compared to a control group receiving traditional instruction. Analysis of learning behaviors indicated that the game-based approach encouraged reflection and discussion and reduced distraction, suggesting it provides a beneficial learning environment for students with MID. The findings highlight the potential of incorporating adapted game-based learning into career education for this student population.

Article：

Chang, C. H. S., Chen, C. Y., Kuo, C. C., & Hou, H. T. (2024). The design and evaluation of a multi-scaffolding game-based career education teaching module with mobile technology for high school students with mild intellectual disabilities. Educational Technology & Society, 27(4), 90-108.