Using Video Models to Teach Students With Disabilities to Play the Wii

Abstract

This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii. Students were able to maintain high levels of accuracy in follow-up probes. Study limitations and implications for future research are discussed.

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

“…Based on the analysis of the collected studies, Figure 3 presents the distribution of studies by education level. Of these, 12 focused on learners in preschool (e.g., RuŽičková and Hordějčuková, 2015 ; Al Mahmud and Soysa, 2020 ), 60 involved learners in primary school (e.g., Hulusic and Pistoljevic, 2012 ; Bernardini et al, 2014 ), 32 had learners in middle school (e.g., Hetzroni and Banin, 2017 ; Sari et al, 2019 ), 27 had learners in high school (Hollingsworth and Woodward, 1993 ; Sherrow et al, 2016 ), seven focused on learners in colleges or universities (e.g., Cano et al, 2019 ) and thirteen were classified as “others” because they examined learners who were not in school/university (e.g., Segatto et al, 2017 ) or did not specify learners' education level (e.g., Rahmadiva et al, 2019 ). It should be noted that 32 studies involved learners in more than one education level.…”

“…Speech recognition technology was used to reinforce learners' speech (e.g., Navarro-Newball et al, 2014 ) and reading and math skills (e.g., Nisansala and Morawaka, 2019 ). Wii and controllers were used in two educational games that focused on improving learners' engagement and cooperation (e.g., Creighton and Szymkowiak, 2014 ) and recreation and leisure skills (e.g., Sherrow et al, 2016 ). Augmented Reality (AR) and VR technologies were used to improve learners' engagement and focus (e.g., Pourazar et al, 2019 ; Rahmadiva et al, 2019 ; Stylianidou et al, 2020 ), hand–eye coordination (e.g., Lu et al, 2018 ), cognitive reinforcement (e.g., Groenewegen et al, 2008 ; Kurniawati et al, 2019 ) and the teaching of pairing and ordering (e.g., Tobar-Munoz et al, 2014 ).…”

Performance Criteria-Based Effect Size (PCES) Measurement of Single-Case Experimental Designs: A Real-World Data Study

“…In Figure 3, to illustrate the relationship among visual analysis, four nonoverlap-based methods and PCES, four different real-world data were used, including the graphical data in which (a) there was no overlap, but the M-C could not be achieved (Lerman et al, 2015), (b) there was too much overlap, and the M-C was attained (Fahmie et al, 2016), (c) there was baseline trend, the M-C was attained, and there were fewer data in the treatment phase (Scott et al, 2018), and (d) there was baseline trend, the M-C was attained after a while, and there were more data in the treatment phase (Sherrow et al, 2016).…”

Employing Video Modeling Strategy for Teaching Clothing Skills for Students with Multiple Disabilities

“…A variety of previous studies that sought to teach daily living skills by the use of VM for students with intellectual disabilities boil down to first aid skill (Ozkan, 2013), food preparation (Graves et al, 2005), cleaning, washing, and food preparation (Wynkoop et al, 2017), social skills (Ayres & Langone, 2002;Bidwell & Rehfeldt, 2004;Avcioglua,2013), sandwich preparation (AL-Salahat, 2016), ordering food from a restaurant (Mechling et al, 2005), Recreation and leisure skills (Sherrow et al, 2015), purchasing skills (Gena et al, 2005), social skills, such as asking for explanation regarding unclear instructions, responding appropriately to feedback, and offering assistance (Park et al, 2018), daily living skills (Norman et al, 2001;Öncül & Özkan, 2010;Cannella-Malone et al, 2006), tooth brushing, face washing, sweeping, table cleaning, loading and unloading the dishwasher (Anderson, 2020), fine and gross motor skills (Mechling et al, 2012), meal preparation skill (Palechka & MacDonald, 2010;Charlop-Christy et al, 2000), self-help Skills (Rai, 2008), self-care (Norman et al, 2001), money skills, hygiene, social skills (DeRecat, 2019).…”