Thematic analysis: clinical trial of teaching and learning technologies and its experienced capabilities in improving neurodevelopmental disorders: (with emphasis on Special learning disability, mental retardation, autism spectrum)
Subject Areas : Infomartion Technology
seyyed mehdi sarkeshikiyan
1
,
Zahra jamebozorg
2
1 - PhD Student in Educational Psychology, Faculty of Psychology and Social Sciences , Islamic Azad University, Roodehen Branch, Tehran, Iran
2 - Assistant Professor of Educational Technology, School of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran Research core secretary Localize design and production of digital educational media based on Iranian
Keywords: Mental Retardation, Autism Spectrum, Special learning disability, neurodevelopmental disorders, Technology and Special Educational Needs,
Abstract :
The present study was about the clinical trial of educational technologies and its experienced capabilities in the improvement of neurodevelopmental disorders with emphasis on learning disabilities, mental retardation and autism spectrum. The research was qualitative in terms of the applied purpose of the approach and the type of thematic analysis and the method used based on the Atrid-Sterling model. Using the purposeful method and selection of texts and using the theoretical saturation criterion, 70 articles (35 foreign articles and 35 internal articles) between 2000 and 2021 for foreign articles and for internal articles between 2009 and 1400 were selected and analyzed. Findings were analyzed and implemented in the form of basic, organizing, and comprehensive themes. MAXqda2018 software was used for data analysis. The results showed that 154 themes were related to the capabilities of technology in the improvement of neurodevelopmental disorders, which increased the effectiveness of technology in various areas of life of people with learning disabilities (55 themes), mental retardation (47 themes) and autism spectrum disorders (52 themes) showed.
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Akhvast, A .(2009). Educational games and its impact on the teaching-learning process of learnable mentally retarded students . Exceptional education , 91 (3), 40_48 , (in Persian).
Behnam Moghaddam, M., & Moosavipour, S. (2016). The Efficiency of Social Studies Educational Multimedia on the Disabled Students’ Educational Achievement and Social Skills Development. Information and Communication Technology in Educational Sciences, 7. 1 (25), 91-106 . (in Persian).
Delavarian, M., & Afrooz, G. (2020). Investigating the accuracy and sensitivity of the intelligent screener system to predict children at risk of neurodevelopmental disorders (attention deficit-hyperactivity disorder and dyslexia). Journal of Learning Disabilities, 10(1), 87-109. (in Persian).
Jafarkhani, F., & Jamebozorg, Z. (2016). Effects of augmented reality on developing self-skills of students with autism. Technology of Instruction and Learning, 2(6), 95-108. (in Persian).
Jangizehi Shastan, H., Zaraii Zavarak, E., Zaraii Zavaraki, E., Pezeshk, S., & Delavar, A. (2017). Impact of Instructional Multimedia on Learning, Motivation and Participation of Students With Mentally Retardation in Mathematics. Journal of Curriculum Technology, 2(3), 15-28. (in Persian).
Khateri, E., Pourroostaei Ardakani, S., & Zaraii Zavaraki, E. (2020). The impact of Augmented Reality Technology on Learning of second-grade Dyslexic Students. Information and Communication Technology in Educational Sciences, 10(39), 85-104 . (in Persian).
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Avcioglu, H. (2012). The Effectiveness of the Instructional Programs Based on Self-Management Strategies in Acquisition of Social Skills by the Children with Intellectual Disabilities. Educational Sciences: Theory and Practice, 12(1), 345-351.
Ayer, K., & Longone, J. (2005). Intervention and instruction with video for studentswith autism: A review of children of the literature. Education & Training in Developmental Disabilities, 40(60), 183-96.
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Chen, R., & Wang, X. (2008). An empirical study on tangible augmented reality learning space for design skill transfer. Tsinghua Science and Technology, 13(S1), 13-18.
Chiang, H. Y. A., & Jacobs, K. (2010). Perceptions of a computer-based instruction system in special education: High school teachers and students views. Work, 37(4), 349-359.
Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433-441.
Cunha, P., Brandão, J., Vasconcelos, J., Soares, F., & Carvalho, V. (2016, February). Augmented reality for cognitive and social skills improvement in children with ASD. In 2016 13th International Conference on Remote Engineering and Virtual Instrumentation (REV) (pp. 334-335). IEEE.
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Durgungoz, F. C., & Durgungoz, A. (2021). EXPLORING THE USE OF TOUCHSCREEN DEVICES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES: DIGITAL VS TRADITIONAL. European Journal of Special Education Research, 7(1).
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Escobedo, L., Tentori, M., Quintana, E., Favela, J., & Garcia-Rosas, D. (2014). Using augmented reality to help children with autism stay focused. IEEE Pervasive Computing, 13(1), 38-46.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer assisted language learning, 27(1), 70-105.
Flavián, C., Ibáñez-Sánchez, S., & Orús, C. (2019). The impact of virtual, augmented and mixed reality technologies on the customer experience. Journal of business research, 100, 547-560.
Gargiulo, R. M., & Bouck, E. C. (2019). Special education in contemporary society: An introduction to exceptionality. Sage Publications.
García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International journal of environmental research and public health, 16(14), 2480.
Handal, B. P., & Herrington, T. (2004). Teachers' instructional beliefs about integrating educational technology. E-Journal of Instructional Science and Technology.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252.
Ho, T. Q., Gadke, D. L., Henington, C., Evans-McCleon, T. N., & Justice, C. A. (2019). The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 58, 83-95.
Hoppe, S. E. (2004). Improving transition behavior in students with disabilities using a multimedia personal development program: Check and connect. TechTrends, 48(6), 43.
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Jegede, P. O. (2009). Age and ICT-related behaviours of higher education teachers in Nigeria. Issues in Informing Science & Information Technology, 6.
Tjus, T., Heimann, M., & Nelson, K. E. (2001). Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: Observations from children with autism and mixed intellectual disabilities. Autism, 5(2), 175-187.
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