DIGITALA CASE STUDY IN STEM EDUCATION FOR LEARNERS WITH SPECIAL EDUCATION NEEDS
1 Adaptemy (IRELAND)
2 National College of Ireland (IRELAND)
3 University of Bucharest (ROMANIA)
4 Dublin City University (IRELAND)
2 National College of Ireland (IRELAND)
3 University of Bucharest (ROMANIA)
4 Dublin City University (IRELAND)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 10152-10157
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2539
Publication year: 2019
Pages: 10152-10157
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2539
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
Dates: 1-3 July, 2019
Location: Palma, Spain
Abstract:
This paper presents the results of a small-scale pilot that has evaluated the Atomic Structure virtual lab with Special Education Needs (SEN) secondary level students from a school in Ireland. Atomic Structure is an interactive virtual lab where the entire learning journey is personalised. The following types of personalisation are incorporated: learning loop-based personalization, feedback-based personalization, innovative pedagogies-based personalization - inquiry-based learning and self-directed learning, gamification-based personalization and special needs-based personalization for hearing impaired students. The results of the pre and post test showed that the students had an increase in confidence and an increase in learning outcome. An analysis of the learner motivation and affective state questionnaires filled by the students before and after the session was conducted to investigate the impact of the Atomic Structure virtual lab on students’ motivation.The results analysis showed the following main findings:
- The percentage of students answering that they are very or extremely confident in being able to solve science problems and challenges has increased with 22.2%.
- The percentage of students answering that they are very or extremely interested in science classes has decreased with 11.1% between the pre and post-session questionnaires.
- The percentage of students answering that they are very or extremely engaged in science lessons has decreased with 22.2%.
An analysis of the pre-test and post-tests was conducted to investigate the impact of the Atomic Structure virtual lab on students’ learning outcome. The experimental group had a 4% increase in their response score.
The usability questionnaire completed by the experimental group showed that the wide majority of students liked its features such as videos, quizzes and interactive atom builder. The percentage of users that indicated that provided positive rating for the features / technology of the Atomic Structure virtual lab were: 90.9% for videos, 100% for quiz, 81.8% for feedback after the quiz, 90.9% for reminder of correct answer after the quiz, 63.6% for atom builder, 54.5% for isotope builder, 90.9% for receiving badges, and 81.8% for reading facts about atoms and isotopes.