Developing a Game-Based Adaptive Physical Education Model for Students with Low Vision in Special Schools

Abstract

Students with low vision may encounter barriers to meaningful physical education when instruction depends on rapidly changing visual information, conventional equipment, and poorly structured activity spaces. This study developed and preliminarily evaluated a game-based adaptive physical education model for students with low vision in special schools in Luwuk Banggai Regency, Central Sulawesi, Indonesia. Educational research and development adapted from the Borg and Gall model comprised needs analysis, product planning, prototype development, expert validation, limited testing, field testing, effectiveness evaluation, and finalization. The model integrated Universal Design for Learning, Quality Physical Education, and adapted physical education through multimodal cues, high-contrast and sound-producing equipment, structured activity zones, modified tasks and rules, peer support, safety procedures, and implementation-fidelity monitoring. In the effectiveness evaluation, 32 students were allocated to intervention (n = 16) and comparison (n = 16) groups for a 16-session, eight-week intervention. Expert appraisal yielded an overall Aiken’s V of .91, limited-test fidelity reached 87.5%, and field-test fidelity reached 91.3%. The intervention group showed larger improvements than the comparison group in motor literacy, active participation, safe behavior, enjoyment, and physical-activity self-efficacy, with standardized effects ranging from 1.20 to 1.70. These findings provide preliminary evidence supporting the feasibility and effectiveness of the model; larger multisite trials with longer follow-up are warranted.