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Using Video Modeling with Augmented Reality to Teach Students with Developmental Disabilities to Solve Mathematical Word Problems

Abstract

Improving the ability to solve mathematical word problems is one of the most critical issues facing students with developmental disabilities, because it is directly related to their independent living skills. The purpose of this study was to propose a teaching model that implements augmented reality (AR) and video modeling (VM), and to validate its effectiveness, including its immediate, maintenance, and generalization effects on improving the percent accuracy of solving mathematical word problems. The research design of this study adopted single-case multiple probe across students experimental design. The independent variable of this study was the VM with AR teaching model, and the dependent variable was the percent accuracy of the test subjects in solving mathematical word problems. All three test subjects showed an immediate effect, with two showing maintenance and generalization effects. This VM with AR teaching model provides an alternate way for classroom teachers when teach students with developmental disabilities to solve mathematical word problems. This teaching model allows students with developmental disabilities to improve their mathematical word-problem solving skills.

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Acknowledgements

The author would like to give gratitude to the Ministry of Science and Technology of the Republic of China for the funding support (Project No. MOST 107-2511-H-142 -001 -MY3). The author would like to thank Miss Lin and Huang for helping arrange the environment for the experiment in the school.

Funding

This work was supported by the Ministry of Science and Technology of the Republic of China (Taiwan) for the funding support [grant numbers MOST 107-2511-H-142 -001 -MY3].

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Chu-Lung Wu: all contributions.

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Correspondence to Chu-Lung Wu.

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On behalf of all authors, the corresponding author states that there is no conflict of interest.

Ethics Approval

This study has been granted ethical approval by National Cheng Kung University Human Research Ethics Committee (Approval No. NCKU HERC-E-109-345-2). All procedures performed in studies included informed consent to participants, and their parents were in accordance with the ethical standards of the institutional research ethics committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained by all participating parents.

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The author declares no conflict of interest.

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Wu, CL. Using Video Modeling with Augmented Reality to Teach Students with Developmental Disabilities to Solve Mathematical Word Problems. J Dev Phys Disabil (2022). https://doi.org/10.1007/s10882-022-09862-9

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  • DOI: https://doi.org/10.1007/s10882-022-09862-9

Keywords

  • Video modeling
  • Augmented reality
  • Word problems
  • Students with developmental disabilities