Effect of Interactive Video-Based Instruction on Learning Performance in Relation to Social Skills of Children with Intellectual Disability

Autor/inn/en	Barman, Munmi; Jena, Ananta Kumar
Titel	Effect of Interactive Video-Based Instruction on Learning Performance in Relation to Social Skills of Children with Intellectual Disability
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 5, S.683-696 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barman, Munmi) ORCID (Jena, Ananta Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2021.2004535
Schlagwörter	Educational Technology; Interpersonal Competence; Students with Disabilities; Intellectual Disability; Program Effectiveness; Special Schools; Interactive Video; Interaction; Adolescents; Skill Development; Communication Skills; Problem Solving; Conflict Resolution; Empathy + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Interpersonale Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Special school; Sonderschule; Interaktives Video; Interaktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Problemlösen; Conflict solving; Konfliktlösung; Konfliktregelung; Empathie
Abstract	Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01