Abbasi Masoumeh, Eslami Saeid, Mohammadi Mahdi, Khajouei Reza
Student Research Committee, Department of Medical Informatics, Faculty of Medicine, Mashhad University of Medical Science, Mashhad, Iran.
Ph.D., Associate Professor, Pharmaceutical Research Center, School of Pharmacy, Mashhad University of Medical Sciences, Mashhad, Iran.
Electron Physician. 2017 Sep 25;9(9):5199-5205. doi: 10.19082/5199. eCollection 2017 Sep.
Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect.
The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and hard of hearing students in elementary schools, and to investigate the student's perceptions in different educational grades about the educational effectiveness of the text, graphics, video clips, and animation in the application.
The study design was quasi experimental and was conducted in Mashhad in 2016. Study population were deaf or hard-of-hearing students in elementary schools. The intervention included health application training to deaf and hard-of-hearing students in Mashhad. A questionnaire was used for data gathering. The pedagogical effectiveness was determined by measuring the modified Adapted Pedagogical Index. This index was created based on the characteristics of the application and study population. Statistical analysis was performed using the Kruskal-Wallis and Mann-Whitney tests with Bonferroni adjustment by SPSS 22.
Eighty-two students participated in the intervention. The value of modified Adapted Pedagogical Index was 0.669, indicating that the application was effective. The results of Kruskal-Wallis H and Mann-Whitney U test showed significant differences in different educational grades. (p<0.008).
Using information technology can improve the education of deaf and hard-of-hearing students. Modified Adapted Pedagogical Index can be used for evaluation of non-interactive applications for elementary school children who are deaf or hard of hearing.
失聪或听力有障碍的儿童在学习健康知识方面存在困难。但科技显著提高了他们的学习能力。电子学习面临的挑战是在具备教育意义的同时设计出有吸引力的应用程序。
本研究旨在确定一款针对小学失聪和听力有障碍学生的健康教育应用程序的教学效果，并调查不同教育年级的学生对该应用程序中文字、图形、视频片段和动画的教育效果的看法。
本研究设计为准实验性研究，于2016年在马什哈德进行。研究对象为小学失聪或听力有障碍的学生。干预措施包括对马什哈德的失聪和听力有障碍学生进行健康应用程序培训。使用问卷调查收集数据。通过测量改良的适应教学指数来确定教学效果。该指数是根据应用程序和研究对象的特点创建的。使用SPSS 22进行统计分析，采用Kruskal-Wallis检验和Mann-Whitney检验，并进行Bonferroni校正。
82名学生参与了干预。改良的适应教学指数值为0.669，表明该应用程序有效。Kruskal-Wallis H检验和Mann-Whitney U检验的结果显示不同教育年级存在显著差异（p<0.008）。
使用信息技术可以改善失聪和听力有障碍学生 的教育。改良的适应教学指数可用于评估针对失聪或听力有障碍的小学生的非交互式应用程序。
