Visuospatial Processing Improvements in Students with Down Syndrome through the Autonomous Use of Technologies

Autor/inn/en	Herrero, Laura; Theirs, Cecilia I.; Ruiz-Iniesta, Almudena; González, Almudena; Sanchez, Victor; Pérez-Nieto, Miguel A.
Titel	Visuospatial Processing Improvements in Students with Down Syndrome through the Autonomous Use of Technologies
Quelle	In: British Journal of Educational Technology, 50 (2019) 4, S.2055-2066 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herrero, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12665
Schlagwörter	Spatial Ability; Down Syndrome; Students with Disabilities; Children; Adolescents; Special Schools; Attention; Visual Perception; Improvement; Technology Uses in Education; Short Term Memory + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special school; Sonderschule; Aufmerksamkeit; Visuelle Wahrnehmung; Qualitätssteigerung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kurzzeitgedächtnis
Abstract	The main purpose of our study was to examine whether autonomous training through the use of technologies could be associated with improvements in selective attention, visuospatial short-term memory and visuospatial processing in students with Down Syndrome (DS). In addition, our study aimed to analyse how the improvements in selective attention and visuospatial short-term memory tasks could predict improvements in visuospatial processing. Twenty-six children and adolescents with DS who belong to specialized schools for ID participated in the study. Three different mobile applications, Bubbles (selective attention), Pairs and Learn (visuospatial short-term memory) and Tangram (visuospatial processing) developed by Smile and Learn were used during a three-month period by the students. The results showed significant improvements through training in both, Pairs and Learn and Tangram, whereas there was no significant improvement in Bubbles. The results also showed that Pairs and Learn performance could predict a 36% variance in Tangram one. Cognitive and educational implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01