تحلیل تماتیک : کارآزمایی بالینی فناوری های آموزش و یادگیری و قابلیت های تجربه شده آن در بهبود اختلالات عصبی _ تحولی : (با تاکید بر اختلال ویژه در یادگیری ، کم توانی ذهنی ، طیف اوتیسم )
محورهای موضوعی : فن‎آوری اطلاعات
سید مهدی سرکشیکیان
1
,
زهرا جامه بزرگ
2
1 - دانشجوی دکتری تخصصی روانشناسی تربیتی ، دانشکده روانشناسی و علوم اجتماعی ، دانشگاه آزاد اسلامی واحد رودهن ، تهران ، ایران
2 - استادیارگروه تکنولوژی آموزشی،دانشکده روانشناسی وعلوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. دبیر هسته پژوهشی طراحی و
کلید واژه: کم توانی ذهنی, اختلال ویژه در یادگیری, اختلالات عصبی _ تحولی, طیف اوتیسم, فناوری و نیاز های آموزشی ویژه,
چکیده مقاله :
پژوهش حاضر در مورد کارآزمایی بالینی فناوری های آموزشی و قابلیت های تجربه شده آن در بهبود اختلالات عصبی _ تحولی با تاکید بر اختلال ویژه در یادگیری ، کم توانی ذهنی و طیف اوتیسم بود. پژوهش از نظر هدف کاربردی رویکرد آن کیفی و از نوع تحلیل تماتیک و روش به کار گرفته شده مبتی بر مدل آترید _ استرلینگ بود. با استفاده از روش هدفمند و انتخاب متون و استفاده از معیار اشباع نظری 70 مقاله (35 مقاله خارجی و 35 مقاله داخلی) بین بازه زمانی 2000 تا 2021 برای مقالات خارجی و برای مقالات داخلی بین بازه زمانی 1388 تا 1400انتخاب و مورد تحلیل قرارگرفت. یافته ها در قالب مضامین پایه، سازمان دهنده و فراگیر تحلیل و پیاده سازی شدند. برای تحلیل داده ها از نرم افزار MAXqda2018 استفاده شد. نتایج نشان داد 154 مضمون پایه مضامین مرتبط با قابلیت های فناوری در بهبود اختلالات عصبی _تحولی بود که اثربخشی فناوری را در حوزه های مختلف زندگی افراد با اختلال ویژه در یادگیری (55 مضمون)، کم توانی ذهنی (47 مضمون) و طیف اوتیسم(52 مضمون) نشان داد.
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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nemati, S. & Taghipoor, K. (2019). The Application of Assistive Technology in Specific Learning Disabilities Area: Interdisciplinary Study. Psychology of Exceptional Individuals, 8(32), 15-45. (in Persian).
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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).
Moradi , R, & Zaraii Zavaraki, E .(2015). The Impact of Social Skills Training with the Help of Multimedia Instructional on Self-esteem of Students with Learning mathematics disorder . Psychology of Exceptional Individuals , 6 (22) , 121-138 . (in Persian).
nemati, S. & Taghipoor, K. (2019). The Application of Assistive Technology in Specific Learning Disabilities Area: Interdisciplinary Study. Psychology of Exceptional Individuals, 8(32), 15-45. (in Persian).
velayati, E . (2016). The effect of educational multimedia on the basis of cognitive load theory on learning, retention and motivation of academic achievement of mentally retarded students in science lessons.. Journal of Research in Educational Science, 10(34), 59-84. (in Persian).
Acar, C., Tekin-Iftar, E., & Yikmis, A. (2017). Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226.
Almazova, N., Sheredekina, O., Odinokaya, M., & Smolskaia, N. (2021). The Educational Technology of Monological Speaking Skills Formation of Future Lawyers. Education Sciences, 11(7), 330.
Mohammed, A. A., & Kanpolat, Y. E (2010). Effectiveness of computer-assisted instruction on enhancing the classification skill in second-graders at risk for learning disabilities. Electronic Journal of Research in Educational Psychology. 8(3) , 1115-1130
Allen, K. D., Vatland, C., Bowen, S. L., & Burke, R. V. (2015). An evaluation of parent-produced video self-modeling to improve independence in an adolescent with intellectual developmental disorder and an autism spectrum disorder: A controlled case study. Behavior Modification, 39(4), 542-556.
Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47-64.
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.
Bai, H., & Ertmer, P. (2008). Teacher educators’ beliefs and technology uses as predictors of preservice teachers’ beliefs and technology attitudes. Journal of Technology and Teacher Education, 16(1), 93-112.
Bai, Z., Blackwell, A. F., & Coulouris, G. (2014). Using augmented reality to elicit pretend play for children with autism. IEEE transactions on visualization and computer graphics, 21(5), 598-610.
Bakken, B., & Bridges, B. (2011). National standards for quality online courses (version 2). Vienna, VA: International Association for K-‐12 Online Learning iNACOL. Retrieved January, 5, 2013.
Bakr, A. F., El Sayad, Z. T., & Thomas, S. M. S. (2018). Virtual reality as a tool for children’s participation in kindergarten design process. Alexandria engineering journal, 57(4), 3851-3861.
Barlett, C. P., Vowels, C. L., Shanteau, J., Crow, J., & Miller, T. (2009). The effect of violent and non-violent computer games on cognitive performance. Computers in Human Behavior, 25(1), 96-102.
Baron-Cohen, S., Golan, O., & Ashwin, E. (2009). Can emotion recognition be taught to children with autism spectrum conditions?. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3567-3574.
Bjørseth, Å., & Wichstrøm, L. (2016). Effectiveness of parent-child interaction therapy (PCIT) in the treatment of young children’s behavior problems. A randomized controlled study. PloS one, 11(9), e0159845.
Bown, J., White, E., & Boopalan, A. (2017). Looking for the ultimate display: A brief history of virtual reality. In Boundaries of self and reality online (pp. 239-259). Academic Press.
Bridges, S. A., Robinson, O. P., Stewart, E. W., Kwon, D., & Mutua, K. (2020). Augmented reality: Teaching daily living skills to adults with intellectual disabilities. Journal of Special Education Technology, 35(1), 3-14.
Castañeda, L., & Williamson, B. (2021). Assembling new toolboxes of methods and theories for innovative critical research on educational technology.
Clark-Wilson, A., Moeini, A., Anand, K., Blake, C., Cukurova, M., De Ossorno García, S., ... & Weatherby, K. (2021). Supporting small and medium-sized enterprises in the educational technology sector to become more research-minded: Introduction to a small collection. Research for All.
Chen, C. H., Lee, I. J., & Lin, L. Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485.
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.
D’Souza, N., Yoon, S. Y., & Islam, Z. (2011). Understanding design skills of the Generation Y: An exploration through the VR-KiDS project. Design Studies, 32(2), 180-209.
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