The Influence of Multimedia with Autistic Learners from the Teachers Perception

Omar, Sarah Bakr; Koo, Ah Choo; Bidin, Azman

doi:10.3991/ijim.v14i14.12943

Cited by 6 publications

(8 citation statements)

References 23 publications

(28 reference statements)

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“…Among the benefits indicated by the teachers, it was highlighted that apps complement the use of other work media such as textbooks or the blackboard, that they are motivating tools for people with autism, and that they are an aid to reinforcing and consolidating concepts. In summary, the apps significantly support the development of key competences [ 33 ], enable access to the school curriculum [ 32 ], and provide assistance during cognitive therapies [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

Montes

Fuentes

Cara

et al. 2022

IJERPH

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Background: Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism. Methods: The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student’s t and one-factor ANOVA), and calculation of the effect size (Cohen’s d and eta squared) and intrafactorial correlations. Results: Statistically significant differences were observed in respect of city, sex, age, years of experience, place of work, and type of teacher. The teachers from Granada found more benefits and applicability in apps, and revealed a slightly higher usage than those from Florence. Conclusions: It is an arduous but worthy task for professionals from schools and associations that work with people with autism to acquire the necessary knowledge to apply methodologies based on information and communication technology (ICT), as this will help achieve the integrated development of people with different capabilities.

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Section: Discussionmentioning

confidence: 99%

Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

Montes

Fuentes

Cara

et al. 2022

IJERPH

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“…Practical research-based evidence has shown a positive association with the use of multimedia and improving children's learning skills [6]. Teaching skills through multimedia presentations can improve students' learning skills over traditional teaching methods.…”

Section: Multimedia-based Learning Media Learningmentioning

confidence: 99%

Enhancement of Students’ Learning Outcomes through Interactive Multimedia

Hadi¹,

Yuksafa²,

Yarmi³

et al. 2022

Int. J. Interact. Mob. Technol.

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Purpose of this study was to determine the effect of using animated video media on student learning outcomes in Solar System science subjects and to determine the improvement in student learning outcomes in class VI SDN Padurenan Jaya.The research design used is a quantitative technique using a quasi-experimental method in the form of Non-Equivalent Control Group Design. The variables in this study are, the independent variable is the use of animation media, while the dependent variable is student learning outcomes. The subjects of this study were students of class VI A and VI B at SDN Padurenan Jaya, totaling 52 students. The sample was determined by purposive sampling, namely, 28 students as the experimental group (VI A) and 26 students as the control group (VI B). Data collection techniques in this study used multiple choice tests in the form of pretest and posttest. Testing the requirements of the hypothesis using normality test (using chi squared analysis technique) and homogeneity test. The validity of the test items was carried out by expert judgment and testing instruments. The reliability of the instrument was test calculated by the Kuder-Richardson formula (KR-20) obtained r = 0.893 which means the reliability of the instrument is very high. The data analysis technique used was a separate group t-test (independent sample test). The t-test was used to determine differences in the level of student learning outcomes.Based on the results of the study, the average score for the pretest control class was 46.54 and the average posttest was 64.04; while in the experimental class the average value of the pretest was 48.39 and the average value of the posttest was 74.82. The increase in learning outcomes for the control class was 17.50 and the experimental class was 26.43. Analysis using all results posttest and tested by t-test with the acquisition of t count > t table (4.775 > 2.021), indicating that Ho is rejected and Ha is accepted, from these results it can be concluded that student learning outcomes using animated video media are greater than the results. Student learning using conventional methods (lectures or blackboards).

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“…Researchers such as [23][19] have encouraged the use of video since it is the most suitable form of multimedia element to convey information to low-literacy populations such as children. Video allows children to observe and imitate the behavior tasks or actions [49]. Fig.…”

Section: Fig 2 3d Models Used In the Rose Coursewarementioning

confidence: 99%

Prototyping and Usability Evaluation of Road Safety Education Courseware for Primary Schools in Malaysia

Zulkifli

Mohamed

Qasim

et al. 2021

Int. J. Interact. Mob. Technol.

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<p>The increasing number of road accidents and deaths among children in Malaysia is a concern. One of the main causes stems from lack of knowledge and skills in dealing with the complexity and condition of the road system. Recognizing the significance of road safety among students, road safety education has been introduced to primary schoolsby the Ministry of Education in 2008. Initially it was blended into the Malay language subject with the goal to equip the children withthe knowledge and skills about road safety.However, road safety teaching and learning still uses the conventional methods without the use of specialized tools. This paper introduces ROSE courseware, a specialized learning tool developed to meet the needs of the Malaysian primary school curriculum for road safety education. Its learning environment is a blend of virtual reality, augmented reality and interactive multimedia, which enables children to understand and acquire skills related to road safety through interactive, real-time and immersive learning tool. In order to receive the children’s feedbacks pertaining to their experience in interacting with the ROSE courseware, a usability evaluation was conducted. The results show that the children strongly agreed on the usefulness, information quality and interface quality of the ROSE courseware.<strong></strong></p>

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The Influence of Multimedia with Autistic Learners from the Teachers Perception

Cited by 6 publications

References 23 publications

Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

Enhancement of Students’ Learning Outcomes through Interactive Multimedia

Prototyping and Usability Evaluation of Road Safety Education Courseware for Primary Schools in Malaysia

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