The Effectiveness of Video Prompts Created with Animations in Teaching Car Wash Skills

Autor/inn/en	Köse, Hasan; Sönmez-Kartal, Mine
Titel	The Effectiveness of Video Prompts Created with Animations in Teaching Car Wash Skills
Quelle	In: Education and Information Technologies, 27 (2022) 2, S.2083-2097 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Köse, Hasan) ORCID (Sönmez-Kartal, Mine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10698-7
Schlagwörter	Video Technology; Prompting; Vocational Education; Job Skills; Mild Intellectual Disability; Generalization; Maintenance; Student Attitudes; Family Attitudes; Animation; Males; Young Adults; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Benutzerführung; Ausbildung; Berufsbildung; Produktive Fertigkeit; Schülerverhalten; Male; Männliches Geschlecht; Young adult; Junger Erwachsener; Unterrichtserfolg
Abstract	The primary purpose of this study is to examine the effectiveness of presenting animated video prompting (VP) in teaching car wash skills to individuals with mild intellectual disability (ID). In addition, it was aimed to investigate the permanence of the teaching, the generalizability of the acquired skill, and the opinions of the participants and their families in the research about animation VP. A multiple probe design with probe conditions across subjects, one of the single-subject research designs, was used in the study. The participants of the study were three males with mild ID, ages 18-24. The study's findings show that individuals with mild ID can learn the car wash skill using the VP method prepared with animations. The use of animation can facilitate the preparation of video-based content, and video-based instruction can become widespread. Further research can investigate whether there is a difference in effectiveness and efficiency between the animation VP methods and the VP methods prepared using camera records. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01