Educational affordances of a specific web-based assistive technology for students with visual impairment

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dc.authoridYILDIRIM, SONER -- 0000-0002-3167-2112
dc.contributor.authorKamalı Arslantaş, Tuğba
dc.contributor.authorYıldırım, Soner
dc.contributor.authorAltunay Arslantekin, Banu
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T09:16:17Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T09:16:17Z
dc.date.issued2019
dc.departmentEğitim Fakültesi
dc.description.abstractThe main aim of this study was to design, develop and test the instructional effectiveness of a web-based English vocabulary drill program developed for visually impaired middle school students. In this respect, the study focused on the educational affordances of the program and its contribution on VI students' spelling and semantics knowledge in English vocabulary. Depending on the purpose and the nature of the study, exploratory case study and single-subject research were implemented. Face-to-face intervention sessions were applied from October 2015 through to February 2016. There were two groups of participants in the study, which were students and experts. The data were collected through interviews, vocabulary and retention tests. Collected data were analyzed with both qualitative and quantitative data analysis techniques. Based on the qualitative data analysis, educational affordances of the web-based drill program were identified as instantaneous access to content, individualized instruction and tracking progress. Quantitative findings revealed that students showed substantial progress on the vocabulary tests and maintained their achievements after the study.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [1059B141600511]
dc.description.sponsorshipThis work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) [grant number 1059B141600511].
dc.identifier.doi10.1080/10494820.2019.1619587
dc.identifier.issn1049-4820
dc.identifier.issn1744-5191
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/10494820.2019.1619587
dc.identifier.urihttps://hdl.handle.net/20.500.12451/4566
dc.identifier.wosWOS:000468660600001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francıs Ltd
dc.relation.ispartofInteractive Learning Environments
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAssistive Technology
dc.subjectVisually Impaired Education
dc.subjectAccessibility
dc.subjectForeign Language Learning
dc.subjectDrill and Practice
dc.titleEducational affordances of a specific web-based assistive technology for students with visual impairment
dc.typeArticle

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