The Impact of Operant Games on Emotional Vocabulary Learning in Children with Global Developmental Delay
DOI:
https://doi.org/10.71222/nga73r49Keywords:
global developmental delay, emotional vocabulary, operant games, language intervention, gamified learning, children, special educationAbstract
This study investigates the impact of operant games on emotional vocabulary learning in children diagnosed with Global Developmental Delay (GDD). A randomized controlled trial was conducted with 60 children with GDD, aged 4-7 years, divided into an experimental group receiving emotional vocabulary training via operant games and a control group receiving standard teaching methods. Emotional vocabulary acquisition was assessed using pre- and post-tests, measuring both receptive and expressive language skills related to emotions. Data were analyzed to determine the effectiveness of operant games in enhancing emotional vocabulary acquisition, generalization to real-life scenarios, and maintenance of learned vocabulary over time. Furthermore, parental involvement and child engagement levels were examined as potential mediating factors. The results suggest that incorporating operant games significantly improves emotional vocabulary learning outcomes for children with GDD, offering a valuable supplementary intervention to traditional teaching approaches. The findings highlight the potential of gamified learning environments in addressing the specific learning needs of this population, promoting emotional literacy, and improving overall communication skills. Further research is warranted to explore the long-term effects and broader applications of operant games in supporting the development of children with GDD and other similar developmental conditions.References
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Copyright (c) 2026 Xinyue Wang (Author)
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