M-Learning Accessibility Design: A Case Study

Arrigo, Marco; Novara, G.; Ciprì, Giovanni

doi:10.1007/978-3-540-70540-6_33

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…Assistive technologies that encompass different types of technology, such as devices, tools and computer hardware or software, enrich the learning environment and create more favorable learning opportunities. In this regard, assistive technologies enable students with special needs in inclusive environments to be productive in areas of the curriculum where they have difficulty, and such technologies are highly effective in generalizing the learned skills [25,27,[32][33][34][35][36][37][38][39]. Eliçin [40] states that in classroom settings, determining the most appropriate technologies for all students, with and without special needs, with different learning characteristics and needs, is the most important step that teachers should take in using technology.…”

Section: Of 19mentioning

confidence: 99%

Printed Versus Electronic Texts in Inclusive Environments: Comparison Research on the Reading Comprehension Skills and Vocabulary Acquisition of Special Needs Students

Gökbulut

Güneyli

2019

Education Sciences

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In this research, an effort is made to compare the effectiveness of reading texts presented through electronic books in a computer environment and regular (printed) texts, in terms of the development of the reading comprehension and vocabulary acquisition skills of students with special needs within inclusive educational environments. The research was designed with ‘Adaptive Alternating Applications’, and the study group of the research was formed by using the ‘purposive sampling’ method. As a requirement of the research design used, two special needs students were studied. According to the results of the study, the vocabulary acquisition levels of both students produced more effective results in presentations made with electronic texts, and in addition, electronic texts were found to be more effective in improving reading comprehension skills than printed texts.

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Section: Of 19mentioning

confidence: 99%

Printed Versus Electronic Texts in Inclusive Environments: Comparison Research on the Reading Comprehension Skills and Vocabulary Acquisition of Special Needs Students

Gökbulut

Güneyli

2019

Education Sciences

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Smartphone Software Development Course Design Based on Android

Chen

Shi

et al. 2010

2010 10th IEEE International Conference on Computer and Information Technology

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Executive Summary Smartphones are a common accessory to provide rich user experience due to superior memory, advanced software-hardware support, fast processing, and multimedia capabilities. Responding to this trend, advanced engineering systems tend to integrate mobile devices with their solutions to facilitate usability. With many young students showing interest in learning mobile application development, conventional electrical engineering undergraduate education cannot meet the needs of this workforce due to fast changes in mobile technology and limited curricula hours. Template-based learning (TBL) methods may overcome these limitations by shortening the learning cycle through fast hands-on introduction to development tools, basic programming, and application development and integration process. Students manipulate code fragments in provided templates, and compile, embed, and run applications. They also implement new applications reusing fragments from other similar templates. TBL modules can be integrated in pre-existing conventional courses to provide basic and fast exposure to the subject. This paper provides an example of a TBL template library for Android phones, which has been used in a classroom setting to collect student attitude data and assess efficiency of the TBL approach.

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