Supporting learning difficulties with e-book based on context-based teaching strategy from social perspective: design and experience

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dc.authoridDargut Güler, Tülay / 0000-0003-1567-6647
dc.contributor.authorÖzer Sanal, Seda
dc.contributor.authorDargut Güler, Tülay
dc.contributor.authorTorun, Fulya
dc.date.accessioned2025-05-29T02:58:06Z
dc.date.available2025-05-29T02:58:06Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractAlthough the positive effects of the use of technology for students with learning disabilities (LD) have been reported, there is a lack of both theory and practice in terms of integrating technology with the appropriate strategy in accordance with the student, content and purpose. Both teaching materials developed with qualified strategies and the active involvement of the target audience in the process are a need to design effective and sustainable learning materials and processes for LD. This study involved both the production of a material with the common views of stakeholders related to LD (individuals diagnosed with LD, special education teachers, academics working on LD) and the examination of the effectiveness of this material. The focus of the study is primarily on the fact that human being is a social being and learning, language and reading are social phenomena. In this context, within the framework of social constructivist perspective, an e-book design based on context based teaching (CBT) strategy and its effectiveness on reading performance were analysed. The study involved a two-stage process. In the first phase, design-based research was conducted and a CBT-supported e-book (DIJIKIT) was developed. In the second stage, DIJIKIT and an e-book were compared in an adapted alternating implementation design. The participants of the study in the CBT process consisted of researchers, three special education teachers, academicians and two primary school students diagnosed with learning disabilities. In each cycle of the DBR, the participants provided feedback on the material. Semi-structured interviews, focus group discussions, video recordings and a researcher's diary were used as data collection tools in the DBR. As a result of the DBR, DIJIKIT design and content features were determined. In the experimental process, DIJIKIT was used by three primary school students diagnosed with learning disabilities. In the experimental process, efficacy (the informal reading invetory), reliability (treatment integrity, interobserver agreement) and social validity (social validity forms) data were collected. The reading comprehension performances and reading levels of all three students increased. Social validity data supported the experimental process data and clearly demonstrated the need for effective instructional technologies for both parents and teachers. The study offers practical implications and recommendations for future researchers in terms of exemplary design features and greater visibility of the relationship between instructional technologies and special education.
dc.description.sponsorshipTBIdot;TAK [222K263]; Scientific and Technological Research Council of Turkey (TUBITAK); TUBITAK [(AECT) 2024]; Association for Educational Communications and Technology
dc.description.sponsorshipThis study was supported by Scientific and Technological Research Council of Turkey (TUBITAK) under the Grant Number 222K263 The authors thank to TUBITAK for their supports. This study presented, in part, at the Association for Educational Communications and Technology (AECT) 2024 International Convention.
dc.identifier.doi10.1007/s10639-024-13314-6
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.scopus2-s2.0-85217401937
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1007/s10639-024-13314-6
dc.identifier.urihttps://hdl.handle.net/20.500.12428/30274
dc.identifier.wosWOS:001410230200001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250529
dc.subjectLearning disability
dc.subjectContext based teaching
dc.subjectReading
dc.subjectDesign based research
dc.subjectE-book
dc.titleSupporting learning difficulties with e-book based on context-based teaching strategy from social perspective: design and experience
dc.typeArticle

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