Collaborative Video-Based Learning Using Tablet Computers to Teach Job Skills to Students with Intellectual Disabilities

Roldán-Álvarez, David; Martín, Estefanía; Haya, Pablo A.

doi:10.3390/educsci11080437

Cited by 13 publications

(6 citation statements)

References 32 publications

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“…Collaborative learning in STEM education encourages students to communicate and increase their satisfaction in teaching and learning activities [88]. It allows them to talk, discuss, and convey their ideas in groups.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

et al. 2022

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Learning satisfaction has a relationship with student outcomes. Furthermore, this has prompted many governments to increasingly implement STEM education-based learning. Many studies have examined the improvement of STEM education by teachers. However, the studies have not analyzed STEM education’s effect on students’ learning satisfaction. Extending the planned behavior theory, this study aimed to predict high school students’ learning satisfaction with STEM education. The questionnaire developed from the TPB model was filled out by 174 high school students in Indonesia. Furthermore, AMOS and SPSS 23 software were used for structural equation model analysis. The results showed that seven of twelve hypotheses were supported. Subjective norm and playfulness factors of STEM education positively relate to students’ attitudes toward STEM education. Attitude is the most important factor influencing student satisfaction and acceptance toward STEM education. Therefore, this study provides a theoretical and practical contribution to improving learning satisfaction in technology-based STEM education.

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Section: Discussionmentioning

confidence: 99%

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

et al. 2022

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“…With the development of digital learning materials, tablets have the potential to enhance learning activities. Furthermore, they could increase student motivation [25], help teachers improve student learning outcomes, and support learning outside the classroom. This implies that tablet computers have a great potential impact when used properly by university students for learning purposes, especially as technology is increasingly easy to master and use.…”

Section: Theoretical Background 21 Tablet Computers In Educationmentioning

confidence: 99%

“…Many previous studies examined university students' attitudes towards the use of tablet computers for learning purposes but only analyzed one element in the education system [25,[32][33][34]. Haßler, Major, & Hennessy [3] reviewed the use of tablets for learning purposes and found that the effect size of tablet computer use in schools was not as expected.…”

Section: Theoretical Background 21 Tablet Computers In Educationmentioning

confidence: 99%

Predictors Influencing Urban and Rural Area students to Use Tablet Computers as Learning Tools: Combination of UTAUT and TTF Models

et al. 2022

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University students use various ICT-based media a goal to help them learn. The Chinese government is also increasing the use of ICT tools in the education sector because they relate to university students’ learning outcomes. Several universities in China provide tablet computer facilities as learning tools for their university students. These learning tools are widely used in the country because they have many benefits in educational settings. For instance, they are paperless, practical, and portable and support sustainable education. Although tablets provide many benefits, their use as learning tools is not necessarily accepted by university students. Knowing the factors influencing the intention to use them as a learning tool increases their effective utilization by college university students. Therefore, this study aimed to determine the factors predicted to relate to the intention and actual usage of tablet computers by university students in urban and rural areas. It combined the TTF model and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2). The study sample comprised 232 university students in rural and 214 university students in urban areas. Data were analyzed using the partial least squares statistical technique to examine the structural model and test the initial hypothesis. The results showed that the intention of university students in the village to use tablet computers as learning media is influenced by hedonic motivation and task technology fit. In contrast, habit and task technology fit is the most significant factor for university students in urban areas to use tablet computers as learning tools.

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“…In the workplace, task analysis can be used to provide visual prompts of the steps needed to perform any job duty in a variety of settings (e.g., restaurants, office, hotel, and retail). For example, task analyses using video modeling have been used successfully to teach students with ID job skills (Randall, Johnson, Adams, Kiss, & Ryan, 2020; Roldán-Álvarez, Martín, & Haya, 2021). The students were taught how to record videos using an iPad, and then recorded and uploaded a video about an assigned job scenario.…”

Section: Task Analysis Appsmentioning

confidence: 99%

Inclusion of Digital Literacy Skills in Transition Planning for Students With Intellectual Disabilities

Baxter

Reeves

2022

J Spec Educ Technol

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Inclusive post-secondary education (PSE) for students with intellectual disabilities (IDs) is becoming increasingly common in colleges and universities. A majority of these inclusive PSE programs focus on academic enrichment, socialization, independent living skills, integrated work experiences, and career skills. Thus, in inclusive PSE programs, it is important for students with ID to be able to use technology for academic, employment, independent living, and communication functions. It is also beneficial if these students are able to use different technology devices (e.g., computers, smart phones, and tablets) for multiple purposes in order to complete academic, social, recreational, and vocational tasks. Although students with ID can be taught these skills in college, students who begin PSE programs already having these technology skills are better prepared for college and adulthood. Including digital literacy skills, technology strategies, and assistive technology use and application goals in Individualized Education Program (IEP) transition plans may be very helpful in preparing high school students for multiple adult outcomes. This paper describes some of the assistive technology and digital literacy skills, strategies, tools, and goals that secondary level special education teachers should include in students’ IEPs and transition plans. It also suggests how special education teachers can teach these technology skills.

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Collaborative Video-Based Learning Using Tablet Computers to Teach Job Skills to Students with Intellectual Disabilities

Cited by 13 publications

References 32 publications

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

Predictors Influencing Urban and Rural Area students to Use Tablet Computers as Learning Tools: Combination of UTAUT and TTF Models

Inclusion of Digital Literacy Skills in Transition Planning for Students With Intellectual Disabilities

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