The purpose of this research is to develop a mobile skill teaching software, which will be used by parents to teach daily life skills to their children with intellectual disability. Design based research methodology was utilized for the study. With this purpose in mind, first of all a pilot software was developed based on the applied behavior analysis technique and in line with the related literature. Then as a sample group, 10 participants were determined. These participants used the software and tried to teach the daily living skills by using the software. Data were collected with semi-structured interviews and video recordings of skill teaching sessions. Based on the data analysis, new decisions were made about the software design and the software development process continued. The data collection and software development processes were performed in a circular process. In this study, the software development process was explained, and the software developed in this process was introduced.
The purpose of this study was to develop a scale which could be used to evaluate instructional website designs from the perspective of visual perception theories. For this purpose, a scale of 50 items was developed based on the literature and expert opinions. Visual perception theories such as Gestalt Theory, Brunswick's Probabilistic Functionalism, Neuropsychological Theory, Theory of Direct Perception and Ecological Optics, Constructivist Visual Perception Theory and Computational Approach to Visual Perception provided a basis for the development of scale items; also a focus group discussion was employed. 196 students from the Computer Education and Instructional Technologies (CEIT) Department filled the scale. The exploratory factor analysis (EFA) was applied along with the principal component method on data. Following the factor analysis, a single factor scale was developed. The loading of each item in the scale was found to be over .30. The internal consistency coefficient of the overall scale was high (α=.961). The corrected item-total correlation coefficient of the items was .301 and over. Through factor analysis, it was revealed that the scale had a single-factor structure with an explained variance of 35%. At the end of the study, several recommendations were presented for future studies.
ÖZETTeknoloji odaklı ortamlar, Otizm Spektrum Bozukluğu (OSB) tanısı konulmuş ve öğrenme güçlüğü çeken çocukların sosyal etkileşim, iletişim becerileri ve davranış ihtiyaçlarını kişileştirmelerini desteklemektedir. Bilgisayar oyunları, OSB tanısı konulan çocukların ilgisini çekmekte ve bu bağlamda kimi becerilerin kazandırılmasını olanaklı hale getirmektedir. Bu araştırma 2009-2011 yılları arasında Otistik Çocuklar Eğitim Merkezinde (OÇEM) yaşları 5-7 arasında değişen dört OSB'li öğrencinin davranışlarının gözlemlenmesi sonucunda ortaya çıkan odaklanma problemini merkeze alan, görsel dikkat odaklı oyun tasarımı geliştirme sürecini içermektedir. OSB'li çocukların oyun tasarımına ilişkin tercihlerini belirlemek amacıyla katılımcı gözlem süreci ve tasarım tabanlı araştırma deseni birlikte işe koşulmuştur. Bu süreçte araştırmacılar tarafından saha notları tutulmuş ve OÇEM'de görev alan öğretmenlerle informal görüşmeler gerçekleştirilmiştir. Tasarım tabanlı araştırma yöntemine dayalı olarak yürütülen süreç sonunda OSB'li çocukların ihtiyaçlarına cevap vermesi amaçlanan bir eğitsel oyun tasarımı geliştirilmiştir. Süreçte öğretmenlerden öğrenci ihtiyaçları ve öğretim amaçları konusunda dönütler alınarak tasarıma yansıtılmıştır. Süreç sonunda, toplam beş etkinlik ile eğitsel oyun tasarımı tamamlanmıştır.
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