The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing

Göker, Hanife; Özaydın, Latife; Tekedere, Hakan

doi:10.12973/eurasia.2016.1207a

Cited by 12 publications

(8 citation statements)

References 23 publications

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“…AR-based wearables can be worn on the body because of their lightweight design. They collect information from the user, such as physiological signals, and pass it through cloud computing to obtain realtime data (Berlyne, 1965;Tekedere & Göke, 2016). AR can combine and integrate real and virtual objects in real-life environments and interact with users in real time (Azuma et al, 2001); by integrating teaching content with AR, learners' concentration and knowledge acquisition can be enhanced (Alkhamisi & Monowar, 2013;Barreira et al, 2012;Liu et al, 2020;Yu et al, 2019).…”

Section: Augmented Reality-based Wearables and Digital Educationmentioning

confidence: 99%

Effects of AR‐ and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students' learning motivation and performance

Hung

Lin

et al. 2023

Computer Assisted Learning

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BackgroundPrevious research has examined the use of augmented reality (AR) and virtual reality (VR) in English language teaching. However, to the best of our knowledge, none of the earlier studies that investigated integrating AR and VR “wearables” into teaching and learning English based on the attention, relevance, confidence, and satisfaction (ARCS) motivation model compared the differences in learning motivation and performance between traditional teaching methods and those using AR‐ and VR‐based using wearables.ObjectivesTo create a thematic learning environment based on learners' lived experiences and provide them with an immersive English course that extends textbook knowledge using a technology‐assisted real‐life learning context.MethodThis study used a quasi‐experimental research design. A total of 119 participants were spilt into three learning groups based on teaching tools: traditional methods and AR‐ and VR‐based wearable devices. The performance of each group was evaluated through three stages using appropriate educational tools for traditional, AR‐, and VR‐based classrooms, followed by semistructured interviews. Multiple regression analysis was conducted to investigate the inference learning performance (remembering and analysing) of the four ARCS dimensions with the three teaching methods.ResultsThe results showed that confidence and relevance were positively correlated with learning performance in the VR‐based wearable group. In the context of the ARCS model, learners' confidence predicted learning performance and the remembering subdimension when VR‐based learning materials were used.ImplicationsThese results suggest that, compared to traditional teaching methods, VR‐based wearables make it easier to create a highly immersive learning environment and are more likely to help learners find the correct words, improve their accuracy, and increase their confidence and sense of accomplishment in the entire learning process.

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Section: Augmented Reality-based Wearables and Digital Educationmentioning

confidence: 99%

Effects of AR‐ and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students' learning motivation and performance

Hung

Lin

et al. 2023

Computer Assisted Learning

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“…The utilization of technological advancement available nowadays has allowed both teachers and students to have better and more effective ways of learning geometry. According to Goker, Ozaydin, and Tekedere (2016), with the proper colours and interfaces, video-assisted topic explanations, questions to reinforce the subjects, and entertainment games with audio-visual feedback, educational software could contribute uniquely to children's learning. The teacher can effectively address the challenge of organizing mathematics instruction to attract and develop the abilities of the most significant possible number of students (Abdul Halim 2013;NCTM, 2000).…”

Section: Importance Of the Problemmentioning

confidence: 99%

Dynamic Google SketchUp Software and Conventional Teaching Strategy of Students’ Conceptual Knowledge and Procedural Knowledge in Learning Geometry

Hock¹,

Ayub²,

Yunus³

et al. 2021

IJHRS

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The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary school students. The study was conducted using pre and post-test true experimental methods. This true experimental research involved 96 students from Year Five primary schools in Malaysia. The selection of site or school take into account as convenience and voluntary participation. The study's findings showed significant differences in student's conceptual knowledge and procedural knowledge based on the different types of the strategy group. The post hoc test indicated that using software showed better conceptual and procedural knowledge when compared to without using software on van Hiele’s theory and conventional teaching strategy.

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“…Rapid technological innovations in the "digital age" need to be considered when discussing the use of technology for educational purposes (Silman et al, 2017). Notably, computer-based practices are becoming increasingly popular since they shorten learning periods for students, increase student motivation, and support students' learning processes (Goker et al, 2016). Hasselbring and Glaser (2000) indicated that new computer-based technology allows rapid access to information, communication, and culture for students with disabilities.…”

Section: Introductionmentioning

confidence: 99%

How Screen Readers Impact the Academic Works of College and Graduate Students with Visual Impairments

KIRBOYUN TİPİ

2023

Sakarya University Journal of Education

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This study explored the effectiveness of screen readers on the academic life of higher education students with visual impairments, including reading, writing, access to the internet, exams, and general information for their courses. This study was designed as a qualitative study and applied a phenomenological approach in order to discuss the experiences of higher education students who use screen readers as assistive technology. One college student and six graduate students with visual impairments were interviewed in the United States. The findings revealed that higher education students with visual impairments benefitted from screen readers; however, they also noted some limitations: difficulties in accessing printed classroom materials, inaccessible digital content, and time lost due to technical issues. Students with visual impairments should be offered accessible documents such as electronic versions of classroom materials, accessible PDFs and websites, and software compatible with JAWS. Universities should provide accessibility training for lecturers who want to better serve students with visual impairments. University information technology services need to train their technical services staff about screen readers to provide 24/7 professional services for students with visual impairments.

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The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing

Cited by 12 publications

References 23 publications

Effects of AR‐ and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students' learning motivation and performance

Effects of AR‐ and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students' learning motivation and performance

Dynamic Google SketchUp Software and Conventional Teaching Strategy of Students’ Conceptual Knowledge and Procedural Knowledge in Learning Geometry

How Screen Readers Impact the Academic Works of College and Graduate Students with Visual Impairments

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