Abstract：
UNASSIGNED: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients.
UNASSIGNED: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning.
UNASSIGNED: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills.
UNASSIGNED: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.
UNASSIGNED: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning.
UNASSIGNED: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills.
UNASSIGNED: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.
摘要：
■这项研究的目的是研究英语作为外语特殊教育教师（EFLSE）关于基于游戏的学习方法解决ADHD患者行为障碍的观点。
■该研究涉及EFLSE教师的样本（n=131），他们填写了一份问卷，以确定可行程度。可接受,他们发现基于游戏的学习很有帮助。
■研究表明，EFLSE教师认为基于游戏的学习是吸引多动症学生并在基于游戏的学习活动中帮助保持注意力的一种可行且可接受的方法。然而，实施和个性化方法被认为是挑战。此外,EFLSE老师强调了基于游戏的学习的好处，包括改进问题解决，评估方法，合作,和学术技能的获得。
■这项研究为教育工作者提供了见解，政策制定者，和研究人员可以支持基于证据的干预措施的发展，为多动症学生提供基于游戏的学习。
■该研究涉及EFLSE教师的样本（n=131），他们填写了一份问卷，以确定可行程度。可接受,他们发现基于游戏的学习很有帮助。
■研究表明，EFLSE教师认为基于游戏的学习是吸引多动症学生并在基于游戏的学习活动中帮助保持注意力的一种可行且可接受的方法。然而，实施和个性化方法被认为是挑战。此外,EFLSE老师强调了基于游戏的学习的好处，包括改进问题解决，评估方法，合作,和学术技能的获得。
■这项研究为教育工作者提供了见解，政策制定者，和研究人员可以支持基于证据的干预措施的发展，为多动症学生提供基于游戏的学习。
