Service Providers’ Perceptions of the Impact of Electronic Games on the Development of Children with Intellectual Disabilities in Early Intervention Programs in Jeddah

Almarshed, Alhanoof Saleh; Baothman, Shorouq Talal

doi:10.21608/jsrep.2025.443099

Service Providers’ Perceptions of the Impact of Electronic Games on the Development of Children with Intellectual Disabilities in Early Intervention Programs in Jeddah

Document Type : Original Article

Authors

Faculty of Education – King Abdulaziz University.

10.21608/jsrep.2025.443099

Abstract

The current study aimed to understand Service Providers' Perceptions toward the impact of electronic games on developing the skills of children with intellectual disability in early intervention programs. These skills are limited to cognitive, sensory, motor, and psychological skills. The study followed the qualitative approach, the interview tool was used to collect data, and the number of participants reached (9) physiotherapists and occupational therapists, teachers for intellectual disabilities, and psychologists. The results indicated that the vast majority of participants agreed that electronic games play an effective role in enhancing cognitive skills such as attention, memory, focus, and motivation towards learning. They also contribute to achieving educational goals and help cater to individual differences and cognitive development among children with intellectual disabilities. Regarding sensory skills, all participants concurred that electronic games help develop visual and auditory perception and improve visual-motor coordination in children with intellectual disabilities. Furthermore, the results showed a connection between electronic games and the development of both gross and fine motor skills. The findings also highlighted that electronic games improve psychological skills in children with intellectual disabilities, such as reducing anxiety and stress, boosting self-esteem, and facilitating social interaction. Additionally, the results emphasized the importance of incorporating games into educational and therapeutic sessions for children with intellectual disabilities. These findings led to several recommendations, including the need for awareness and educational workshops for families and service providers to introduce electronic games and how to leverage them to support the skills of children with intellectual disabilities.

Keywords

References

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