Despite efforts to understand how social media platforms encourage student interaction, researchers have noted that there needs to be more research that focuses on using Telegram messenger as a means to encourage student motivation and interaction in academic writing. This study aimed to understand how Telegram groups, created for first-year students at ODeL universities, increase student motivation and interaction in the Academic Writing module. This type of research is qualitative. This study uses a qualitative interpretative approach. Data collection techniques using interviews and observation. The subjects of this study were 4 lecturers and 9 students. The data analysis technique used is descriptive qualitative analysis. The study found that lecturers considered Telegram a useful pedagogical tool to increase student motivation and interaction. Further findings reveal that Telegram motivates students to interact in groups and with modules. It is suggested that stakeholders reconsider their pedagogy and encourage using Telegram to assist students' learning of academic writing.
{"title":"Students' Perceptions of Practicum Learning Media Used During the Covid-19 Pandemic","authors":"Sutirman, Riana Isti Muslikhah","doi":"10.23887/jet.v7i1.50375","DOIUrl":"https://doi.org/10.23887/jet.v7i1.50375","url":null,"abstract":"Despite efforts to understand how social media platforms encourage student interaction, researchers have noted that there needs to be more research that focuses on using Telegram messenger as a means to encourage student motivation and interaction in academic writing. This study aimed to understand how Telegram groups, created for first-year students at ODeL universities, increase student motivation and interaction in the Academic Writing module. This type of research is qualitative. This study uses a qualitative interpretative approach. Data collection techniques using interviews and observation. The subjects of this study were 4 lecturers and 9 students. The data analysis technique used is descriptive qualitative analysis. The study found that lecturers considered Telegram a useful pedagogical tool to increase student motivation and interaction. Further findings reveal that Telegram motivates students to interact in groups and with modules. It is suggested that stakeholders reconsider their pedagogy and encourage using Telegram to assist students' learning of academic writing.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83223014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Kumala, Jurina Ibrahim, Hefsi Anggi Ambarwati, Siti Mafulah, Sri Rahayu
Covid 19 has led to loss learning and decreased student motivation in learning so that learning is needed that can increase motivation and meaningfulness in learning. The purpose of this study was to develop an Android-based mock up using the Multimedia Development Live Cycle (MDLC) steps to develop meaningful science learning in elementary schools. This research is a development research using the MDLC stages followed by trials on material, language, media and user experts. The subjects of this study were experts, teachers and 5th grade students. Technical analysis used descriptive quantitative techniques. Data collection methods consist of questionnaires, interviews and tests. Instruments in the form of expert validation sheets, tests, interviews and teacher and student response questionnaires. The results of the study show that the media that has been developed has a material expert feasibility of 68% (appropriate), media expert 91% (very feasible), and language expert 94% (decent). The teacher's practicality assessment obtained a percentage of 87% (very practical) and students obtained a proportion of 77% with very practical criteria. Android-based mock up is feasible to use. This is also based on the results of an increase in the average pretest score of 63.3 and posttest of 77.7. Posttest scores also show scores above the Minimum Completeness Criteria (KKM). Android-based Mock Up can improve student learning outcomes and make science learning more meaningful for students.
{"title":"Mock Up Based on Android Through Multimedia Development Live Cycle : Science Meaningfull Learning","authors":"F. Kumala, Jurina Ibrahim, Hefsi Anggi Ambarwati, Siti Mafulah, Sri Rahayu","doi":"10.23887/jet.v7i1.51890","DOIUrl":"https://doi.org/10.23887/jet.v7i1.51890","url":null,"abstract":"Covid 19 has led to loss learning and decreased student motivation in learning so that learning is needed that can increase motivation and meaningfulness in learning. The purpose of this study was to develop an Android-based mock up using the Multimedia Development Live Cycle (MDLC) steps to develop meaningful science learning in elementary schools. This research is a development research using the MDLC stages followed by trials on material, language, media and user experts. The subjects of this study were experts, teachers and 5th grade students. Technical analysis used descriptive quantitative techniques. Data collection methods consist of questionnaires, interviews and tests. Instruments in the form of expert validation sheets, tests, interviews and teacher and student response questionnaires. The results of the study show that the media that has been developed has a material expert feasibility of 68% (appropriate), media expert 91% (very feasible), and language expert 94% (decent). The teacher's practicality assessment obtained a percentage of 87% (very practical) and students obtained a proportion of 77% with very practical criteria. Android-based mock up is feasible to use. This is also based on the results of an increase in the average pretest score of 63.3 and posttest of 77.7. Posttest scores also show scores above the Minimum Completeness Criteria (KKM). Android-based Mock Up can improve student learning outcomes and make science learning more meaningful for students.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89508758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Taroreh, S. Watung, C. Kewo, Febriyani Maureen, Lidya Rattu, Kata Kunci
The problem with teachers in general is that they have not fully mastered the use of technology in learning. To evaluate the effect of teacher work motivation and organizational support on the application of technology is the goal to be achieved in this study. This study used a quantitative method, namely explanatory research. Samples were taken using simple random sampling technique of 115 respondents. Data collection was carried out through questionnaires and interviews. Test method with validity and reliability tests. Validity test to correlate questions with the total score of each variable. The data that has been collected is then analyzed using descriptive statistical analysis methods. The results of the study show that partially the teacher's work motivation has a positive and significant effect on the successful application of technology by 9.2%. Then the support of school organizations partially has a positive and significant effect on the successful application of technology by 36.7%. Simultaneously work motivation and organizational support affect the success of applying technology in learning by 59%. Compared to teacher motivation, school support in the form of infrastructure services, availability of computers, internet networks makes a greater contribution to improving the quality of learning.
{"title":"Factors That Influence the Succes of Application of Technology in Learning: Teacher Work Motivation and Organizational Support","authors":"J. Taroreh, S. Watung, C. Kewo, Febriyani Maureen, Lidya Rattu, Kata Kunci","doi":"10.23887/jet.v7i1.53812","DOIUrl":"https://doi.org/10.23887/jet.v7i1.53812","url":null,"abstract":"The problem with teachers in general is that they have not fully mastered the use of technology in learning. To evaluate the effect of teacher work motivation and organizational support on the application of technology is the goal to be achieved in this study. This study used a quantitative method, namely explanatory research. Samples were taken using simple random sampling technique of 115 respondents. Data collection was carried out through questionnaires and interviews. Test method with validity and reliability tests. Validity test to correlate questions with the total score of each variable. The data that has been collected is then analyzed using descriptive statistical analysis methods. The results of the study show that partially the teacher's work motivation has a positive and significant effect on the successful application of technology by 9.2%. Then the support of school organizations partially has a positive and significant effect on the successful application of technology by 36.7%. Simultaneously work motivation and organizational support affect the success of applying technology in learning by 59%. Compared to teacher motivation, school support in the form of infrastructure services, availability of computers, internet networks makes a greater contribution to improving the quality of learning.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83171309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students need help with learning the basic material of graphic design. It has an impact on low student learning outcomes. This study aims to develop a game-based learning media that can be used to facilitate vocational students' learning in multimedia learning activities. This type of research is research and development using the ADDIE model. The sample in this study was 30 students. Data collection techniques using interviews and questionnaires. Data collection instrument using a questionnaire. Data analysis technique using descriptive analysis. The study's results, namely the material feasibility test, obtained a score of 3.88, while the media feasibility test obtained a score of 3.87. Implementation results 76.6 per cent of respondents are interested in learning multimedia using the Staidear board game, 93.3 per cent of respondents think the Staidear board game is easy to use. It was concluded that board game learning media is appropriate for use in the learning process of graphic design. The application of board game media is effective in learning graphic design. The unique appearance of board games can attract students' interest in learning. Implementing this board game implies an increase in the average student test scores.
{"title":"Staidear Board Game Model Application in Facilitating Vocational School Students Learning","authors":"Anak Agung Adi Wiryya Putra, Herman Dwi Surjono","doi":"10.23887/jet.v7i1.54025","DOIUrl":"https://doi.org/10.23887/jet.v7i1.54025","url":null,"abstract":"Students need help with learning the basic material of graphic design. It has an impact on low student learning outcomes. This study aims to develop a game-based learning media that can be used to facilitate vocational students' learning in multimedia learning activities. This type of research is research and development using the ADDIE model. The sample in this study was 30 students. Data collection techniques using interviews and questionnaires. Data collection instrument using a questionnaire. Data analysis technique using descriptive analysis. The study's results, namely the material feasibility test, obtained a score of 3.88, while the media feasibility test obtained a score of 3.87. Implementation results 76.6 per cent of respondents are interested in learning multimedia using the Staidear board game, 93.3 per cent of respondents think the Staidear board game is easy to use. It was concluded that board game learning media is appropriate for use in the learning process of graphic design. The application of board game media is effective in learning graphic design. The unique appearance of board games can attract students' interest in learning. Implementing this board game implies an increase in the average student test scores.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81732554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria Marta Wulan, Sukma Dewi, Yari Dwikurnaningsih, Marinus Waruwu, Kata Kunci
The Covid 19 pandemic has had an impact on the implementation of academic supervision. This study aims to develop an online-based academic supervision model. The type of research conducted is research and development (Research and Development). The research subjects were 4 (four) school principals and 17 (seventeen) elementary school teachers. Data collection techniques used were interviews, documentation studies, and questionnaires. Qualitative data were analyzed using the Miles and Huberman model. Quantitative data obtained through a questionnaire. Quantitative data were analyzed by validation tests and limited trials using quantitative descriptive techniques with mean and percentage. The results showed that the MARIA academic supervision model (M - Mapping, A - Arranging the solution, R - Running the observation, I - Identifying the data, A – Acting the follow up) based on the Edmodo application has an impact on improving the performance of school principals and techers in elemantary schools, with the result of limited product trials on school principals at the 88% level and techers at the 86% level with a very valid and feasible category to use. The implications of this research were facilitating the implementation of information technology-based supervision, improving the performance of school principals, increasing teacher competence in carrying out learning, and reducing teacher stress when supervised.
新冠肺炎疫情对学术监督的实施产生了影响。本研究旨在建立一个基于网络的学术监督模式。所进行的研究类型是研究和发展(研究和发展)。研究对象为4名校长和17名小学教师。使用的数据收集技术包括访谈、文献研究和问卷调查。定性数据采用Miles和Huberman模型进行分析。通过问卷调查获得的定量数据。定量数据通过验证试验和有限试验进行分析，采用带有平均值和百分比的定量描述技术。结果表明,玛丽亚学术监督模型(M -映射,A -安排解决方案,运行观察,R - I -识别数据,A -代理跟进)基于Edmodo应用影响性能的改善学校校长和techers elemantary学校,结果有限的产品试验学校校长在88%的水平,techers在86%的水平非常有效和可行的分类使用。本研究旨在促进资讯科技督导的实施，改善校长的绩效，提高教师的学习能力，以及减轻教师在受督导时的压力。
{"title":"Academic Supervision Model Based on Edmodo Application","authors":"Maria Marta Wulan, Sukma Dewi, Yari Dwikurnaningsih, Marinus Waruwu, Kata Kunci","doi":"10.23887/jet.v7i1.52794","DOIUrl":"https://doi.org/10.23887/jet.v7i1.52794","url":null,"abstract":"The Covid 19 pandemic has had an impact on the implementation of academic supervision. This study aims to develop an online-based academic supervision model. The type of research conducted is research and development (Research and Development). The research subjects were 4 (four) school principals and 17 (seventeen) elementary school teachers. Data collection techniques used were interviews, documentation studies, and questionnaires. Qualitative data were analyzed using the Miles and Huberman model. Quantitative data obtained through a questionnaire. Quantitative data were analyzed by validation tests and limited trials using quantitative descriptive techniques with mean and percentage. The results showed that the MARIA academic supervision model (M - Mapping, A - Arranging the solution, R - Running the observation, I - Identifying the data, A – Acting the follow up) based on the Edmodo application has an impact on improving the performance of school principals and techers in elemantary schools, with the result of limited product trials on school principals at the 88% level and techers at the 86% level with a very valid and feasible category to use. The implications of this research were facilitating the implementation of information technology-based supervision, improving the performance of school principals, increasing teacher competence in carrying out learning, and reducing teacher stress when supervised.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86146255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many students struggle to use e-learning for attendance, interactive lectures, assignment submission, and access to resources and tests. E-learning is said to benefit students in terms of activities and accomplishments. This survey aims to analyze and evaluate the Moodle E-learning role in enhancing motivation and learning activities at Green Campus. A mixed-method method with an explanatory sequential design is used in this investigation. This study included 221 participants. Questionnaires, interviews, and documentation are used to collect data. The statistical regression method was then used to assess the research data. The study's findings indicate that the variable e-learning platform Moodle has a substantial influence on student learning activities at Green Campus. This variable has a major impact on changes in student accomplishment motivation. According to this research, lecturers must make good and fascinating use of the Moodle e-learning platform to boost all activities and student achievement motivation in learning, not just listening activities. Furthermore, universities should be able to ask users to actively participate in developing the design and content of future e-learning developments.
{"title":"Moodle E-learning to Improve Motivation and Learning Activities at Green Campus","authors":"Koderi, Guntur Cahaya Kesuma","doi":"10.23887/jet.v7i1.54125","DOIUrl":"https://doi.org/10.23887/jet.v7i1.54125","url":null,"abstract":"Many students struggle to use e-learning for attendance, interactive lectures, assignment submission, and access to resources and tests. E-learning is said to benefit students in terms of activities and accomplishments. This survey aims to analyze and evaluate the Moodle E-learning role in enhancing motivation and learning activities at Green Campus. A mixed-method method with an explanatory sequential design is used in this investigation. This study included 221 participants. Questionnaires, interviews, and documentation are used to collect data. The statistical regression method was then used to assess the research data. The study's findings indicate that the variable e-learning platform Moodle has a substantial influence on student learning activities at Green Campus. This variable has a major impact on changes in student accomplishment motivation. According to this research, lecturers must make good and fascinating use of the Moodle e-learning platform to boost all activities and student achievement motivation in learning, not just listening activities. Furthermore, universities should be able to ask users to actively participate in developing the design and content of future e-learning developments.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72493108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Theresa Afriani, Cantum Pel, I. M. Tegeh, I. K. Sudarma
The lack of media use in the learning process impacts the low learning outcomes of students' Civics. This research aims to create contextual-based learning videos to improve student Internship learning outcomes. This research belongs to the type of development research that was developed by applying the ADDIE development model. The subjects in this study were educational technology experts, subject content experts, instructional design experts, learning media experts, and 12 grade VI elementary school students. Data collection in the study was carried out using the questionnaire/questionnaire and test method, with research instruments in questionnaires/questionnaire sheets and students' Civics ability tests. The data obtained in the study were then analyzed using quantitative descriptive analysis techniques and t-test inferential statistics. The research analysis results showed that in the educational technology expert test. The developed media obtained a score of 95% with very good qualifications. The subject content expert test obtained a score of 90% with very good qualifications. The learning design expert test obtained a score of 90% with very good qualifications. The learning media expert test obtained a score of 92.5% with very good qualifications. Furthermore, the t-count analysis results show significant differences in student learning outcomes before and after using learning videos. Based on the results of this analysis, learning video media based on a contextual approach is valid and appropriate for use in learning because it can improve students' Civics learning outcomes.
{"title":"Learning Videos Based on Contextual Approaches to the Content of Pancasila and Citizenship Education","authors":"Theresa Afriani, Cantum Pel, I. M. Tegeh, I. K. Sudarma","doi":"10.23887/jet.v7i1.56770","DOIUrl":"https://doi.org/10.23887/jet.v7i1.56770","url":null,"abstract":"The lack of media use in the learning process impacts the low learning outcomes of students' Civics. This research aims to create contextual-based learning videos to improve student Internship learning outcomes. This research belongs to the type of development research that was developed by applying the ADDIE development model. The subjects in this study were educational technology experts, subject content experts, instructional design experts, learning media experts, and 12 grade VI elementary school students. Data collection in the study was carried out using the questionnaire/questionnaire and test method, with research instruments in questionnaires/questionnaire sheets and students' Civics ability tests. The data obtained in the study were then analyzed using quantitative descriptive analysis techniques and t-test inferential statistics. The research analysis results showed that in the educational technology expert test. The developed media obtained a score of 95% with very good qualifications. The subject content expert test obtained a score of 90% with very good qualifications. The learning design expert test obtained a score of 90% with very good qualifications. The learning media expert test obtained a score of 92.5% with very good qualifications. Furthermore, the t-count analysis results show significant differences in student learning outcomes before and after using learning videos. Based on the results of this analysis, learning video media based on a contextual approach is valid and appropriate for use in learning because it can improve students' Civics learning outcomes.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87145719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1177/01626434231170593
Adam C. Carreon, Caitlin J. Criss, Maggie A. Mosher
Virtual reality (VR) is an innovative technology that is rapidly gaining popularity in and out of the classroom. With improvements in hardware and software technology and the push for one-to-one computing, teachers have access to innovative VR supports and resources. These innovative technologies have the potential to improve instruction for diverse learners in today’s classroom, particularly students with identified disabilities. VR, as an interactive and visual tool, provides teachers with the ability to support and enhance traditional classroom materials for students, particularly those with disabilities. However, teacher time is often compromised and finding new technology can be daunting. This article intends to assist educators in utilizing VR in the classroom, with minimal effort and money. Using a detailed vignette, we guide the reader through a detailed example of how VR apps can be located and implemented for students with disabilities who struggle with motivation and engagement through experiential learning. Finally, we offer additional apps and their delivery devices as a starting point for teachers to begin creating more immersive and interactive content through VR technology.
{"title":"Classroom Virtual Reality for Students With Disabilities: A Preliminary Guide to Available Virtual Content","authors":"Adam C. Carreon, Caitlin J. Criss, Maggie A. Mosher","doi":"10.1177/01626434231170593","DOIUrl":"https://doi.org/10.1177/01626434231170593","url":null,"abstract":"Virtual reality (VR) is an innovative technology that is rapidly gaining popularity in and out of the classroom. With improvements in hardware and software technology and the push for one-to-one computing, teachers have access to innovative VR supports and resources. These innovative technologies have the potential to improve instruction for diverse learners in today’s classroom, particularly students with identified disabilities. VR, as an interactive and visual tool, provides teachers with the ability to support and enhance traditional classroom materials for students, particularly those with disabilities. However, teacher time is often compromised and finding new technology can be daunting. This article intends to assist educators in utilizing VR in the classroom, with minimal effort and money. Using a detailed vignette, we guide the reader through a detailed example of how VR apps can be located and implemented for students with disabilities who struggle with motivation and engagement through experiential learning. Finally, we offer additional apps and their delivery devices as a starting point for teachers to begin creating more immersive and interactive content through VR technology.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44218484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-15DOI: 10.1177/01626434231170594
Chu-Lung Wu, Yi-Hsuan Tsai
Training functional living skills is crucial for students with intellectual and developmental disabilities (IDDs) because they are directly related to their independence. The aim of this study was to explore the effect of an augmented reality (AR)–based video prompting (VP) teaching model on the learning of functional living skills among elementary school students with intellectual and developmental disabilities. A multiple-probe, across-subjects, single-case research design was adopted to recruit three participants, namely, fifth- and sixth-grade students with IDDs in a special education program in an elementary school in Taichung City. The independent variable was the AR-based VP teaching model, and the dependent variable was the participants’ performance of functional living skills (cooking rice in a rice cooker). The results indicate that the intervention had immediate, maintenance, and generalization effects on all three participants. In addition, the participants noted that the teaching model relaxed and motivated them. The teachers also indicated that the teaching model motivated the students, resulted in positive learning outcomes, and strengthened the students’ ability to learn independently. Through this AR-based VP teaching model, students with developmental disabilities can improve their functional living skills.
{"title":"Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities","authors":"Chu-Lung Wu, Yi-Hsuan Tsai","doi":"10.1177/01626434231170594","DOIUrl":"https://doi.org/10.1177/01626434231170594","url":null,"abstract":"Training functional living skills is crucial for students with intellectual and developmental disabilities (IDDs) because they are directly related to their independence. The aim of this study was to explore the effect of an augmented reality (AR)–based video prompting (VP) teaching model on the learning of functional living skills among elementary school students with intellectual and developmental disabilities. A multiple-probe, across-subjects, single-case research design was adopted to recruit three participants, namely, fifth- and sixth-grade students with IDDs in a special education program in an elementary school in Taichung City. The independent variable was the AR-based VP teaching model, and the dependent variable was the participants’ performance of functional living skills (cooking rice in a rice cooker). The results indicate that the intervention had immediate, maintenance, and generalization effects on all three participants. In addition, the participants noted that the teaching model relaxed and motivated them. The teachers also indicated that the teaching model motivated the students, resulted in positive learning outcomes, and strengthened the students’ ability to learn independently. Through this AR-based VP teaching model, students with developmental disabilities can improve their functional living skills.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65046023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-09DOI: 10.1177/01626434231155933
Samantha R. Goldman, Adam C. Carreon, Sean J. Smith, Jennifer A. Kurth
Written expression is an area of the curriculum with which many students with disabilities (SWDs) struggle. One solution to mitigate the barriers associated with this topic is to use educational technology supports such as speech-to-text, text-to-speech, and predictive text. Even though there has been an increase in technology access in the classrooms, challenges still exist with regards to determining which tools support which students, training educators to use the tools, and training students to use the tools. This can be attributed to the time investment required for educators to learn new technologies. This article provides educators with the steps to introduce and implement an intervention where SWDs support the special educator in teaching general education peers to use Google’s Voice Typing.
{"title":"Exploring and Implementing Available Writing Educational Technology for Students with Disabilities and Their Peers","authors":"Samantha R. Goldman, Adam C. Carreon, Sean J. Smith, Jennifer A. Kurth","doi":"10.1177/01626434231155933","DOIUrl":"https://doi.org/10.1177/01626434231155933","url":null,"abstract":"Written expression is an area of the curriculum with which many students with disabilities (SWDs) struggle. One solution to mitigate the barriers associated with this topic is to use educational technology supports such as speech-to-text, text-to-speech, and predictive text. Even though there has been an increase in technology access in the classrooms, challenges still exist with regards to determining which tools support which students, training educators to use the tools, and training students to use the tools. This can be attributed to the time investment required for educators to learn new technologies. This article provides educators with the steps to introduce and implement an intervention where SWDs support the special educator in teaching general education peers to use Google’s Voice Typing.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45665444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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