Comparing Videos and a 3D Virtual Environment for Teaching School-Related Functional Skills and Behaviors to Students with ADHD or Developmental Dyslexia, Displaying Challenging Behaviors: A Case Study

Autor/inn/en	Fokides, Emmanuel; Chronopoulou, Maria-Ioanna; Kaimara, Polyxeni
Titel	Comparing Videos and a 3D Virtual Environment for Teaching School-Related Functional Skills and Behaviors to Students with ADHD or Developmental Dyslexia, Displaying Challenging Behaviors: A Case Study
Quelle	In: Research and Practice in Technology Enhanced Learning, 14 (2019), Artikel 22Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fokides, Emmanuel) ORCID (Chronopoulou, Maria-Ioanna) ORCID (Kaimara, Polyxeni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-019-0117-0
Schlagwörter	Technology Uses in Education; Video Technology; Computer Simulation; Skill Development; Students with Disabilities; Attention Deficit Hyperactivity Disorder; Dyslexia; Behavior Problems; Teaching Methods; Simulated Environment; Behavior Modification; Instructional Effectiveness; Daily Living Skills; Foreign Countries; Elementary School Students; Greece (Athens) + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Umwelt; Behaviour modification; Verhaltensänderung; Unterrichtserfolg; Alltagsfertigkeit; Ausland
Abstract	The study presents the results of a comparative study in which videos and a 3D virtual environment were used for teaching school-related functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. The participating students (sixteen 8 to 9 years old) were divided into two groups. To the first, videos were used and the second used the virtual environment. To both, a school environment was presented, students observed how they were expected to behave, and had to demonstrate what they have learned. Each student attended a total of three two-hour sessions. Data were collected by means of observations. The results indicated that students in the second group significantly improved their functional skills in terms of the number of behaviors that were retained and manifested in the real school environment. Thus, it can be argued that virtual environments are a promising tool for teaching functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. Implications for research and practice are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01