Evaluation of a Tangible Mobile Application for Students with Specific Learning Disabilities

Autor/inn/en	Polat, Elif; Cagiltay, K.; Aykut, C.; Karasu, N.
Titel	Evaluation of a Tangible Mobile Application for Students with Specific Learning Disabilities
Quelle	In: Australian Journal of Learning Difficulties, 24 (2019) 1, S.95-108 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Polat, Elif) ORCID (Cagiltay, K.) ORCID (Aykut, C.) ORCID (Karasu, N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1613437
Schlagwörter	Foreign Countries; Learning Disabilities; Computer Oriented Programs; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Grade 7; Scientific Principles; Teaching Methods; Program Effectiveness; Student Attitudes; Special Education; Science Instruction; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Computerprogramm; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Students with specific learning disabilities (SLD) typically do not perform at the expected levels of academic achievement. Tangible mobile applications are learning devices that allow for physical engagement and multisensory interaction. They present as promising tools to facilitate learning for students with SLD. This study explored the use of a tangible mobile application for assisting three seventh-grade Turkish students with SLD to learn scientific principles regarding cell concepts. A multiple-probe design across participants was used to examine the effectiveness of a tangible mobile application. In addition, issues related to usability of the application were also explored. The overall results of the study showed that the tangible mobile application was effective, and the students with SLD were willing to use this application, enjoyed the process, and used the application and objects easily/correctly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01