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Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities
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Chu-Lung Wu; Yi-Hsuan Tsai – Journal of Special Education Technology, 2024
Training functional living skills is crucial for students with intellectual and developmental disabilities (IDDs) because they are directly related to their independence. The aim of this study was to explore the effect of an augmented reality (AR)-based video prompting (VP) teaching model on the learning of functional living skills among…
Descriptors: Computer Simulation, Daily Living Skills, Students with Disabilities, Intellectual Disability
The Effects of Video-Annotated Learning and Reviewing System with Vocabulary Learning Mechanism on English Listening Comprehension and Technology Acceptance
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Chen, Chih-Ming; Li, Ming-Chaun; Lin, Mei-Feng – Computer Assisted Language Learning, 2022
This study is aimed to design a novel vocabulary learning mechanism (VLM) in the previously developed video-annotated learning and reviewing system (VALRS) that allows learners to identify unfamiliar or unknown words when listening to the video and generate personalized input enhancement from English subtitles for vocabulary learning. It is…
Descriptors: Video Technology, Captions, English (Second Language), Listening Comprehension
Exploring Elementary-School Students' Engagement Patterns in a Game-Based Learning Environment
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Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse – Educational Technology & Society, 2015
Unlike most research, which has primarily examined the players' interest in or attitude toward game-based learning through questionnaires, the purpose of this empirical study is to explore students' engagement patterns by qualitative observation and sequential analysis to visualize and better understand their game-based learning process. We…
Descriptors: Elementary School Students, Learner Engagement, Educational Games, Teaching Methods
Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students
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Lin, Chun-Hung; Liu, Eric Zhi-Feng; Chen, Yu-Liang; Liou, Pey-Yan; Chang, Maiga; Wu, Cheng-Hong; Yuan, Shyan-Ming – Educational Technology & Society, 2013
The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to…
Descriptors: Foreign Countries, Mastery Learning, Remedial Instruction, Elementary School Students
No Student Left Behind: A Collaborative and Competitive Game-Based Learning Environment to Reduce the Achievement Gap of EFL Students in Taiwan
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Hung, Hui-Chun; Young, Shelley Shwu-Ching; Lin, Chiu-Pin – Technology, Pedagogy and Education, 2015
How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword…
Descriptors: Foreign Countries, Achievement Gap, Cooperative Learning, Competition
Digital Learning Playground: Supporting Authentic Learning Experiences in the Classroom
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Chen, Gwo-Dong; Nurkhamid; Wang, Chin-Yeh; Yang, Su-Hang; Lu, Wei-Yuan; Chang, Chih-Kai – Interactive Learning Environments, 2013
This study proposes a platform to provide a near-authentic environment, context, and situation for task-based learning. The platform includes two projection screens (a vertical and a horizontal screen) combined for situated or authentic learning. The horizontal screen extends the vertical screen scene to form a space for learning activities and…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Pretests Posttests