A comparative study of technology-mediated learning strategies for teaching people with intellectual disability

dc.date.accessioned2018-03-31T06:00:12Z
dc.date.accessioned2019-05-28T12:43:34Z
dc.date.available2018-03-31T06:00:12Z
dc.date.available2019-05-28T12:43:34Z
dc.date.created2018-03-31T06:00:12Z
dc.date.issued2017-10-23
dc.identifierProceedings of Brazilian Symposium on Human Factors in Computing Systems, 16., 2017, Joinville, Brazil.
dc.identifier978-1-4503-6377-8
dc.identifierhttp://repositorio.ufes.br/handle/10/6967
dc.identifier10.1145/3160504.3160585
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/2872948
dc.description.abstractIn this paper, we report on our experiences investigating the role of digital technology in face-to-face instruction of students with intellectual disability. In this process, we used a multi-method approach and our findings integrate results from focus groups, interviews, observations, iterative prototyping, and user evaluation. Ultimately, we hope that our work can motivate future research efforts and bring to light opportunities to be considered in the development of mobile-based education solutions.
dc.languagepor
dc.publisherAssociation for Computing Machinery
dc.rightsopen access
dc.subjectInstructor-led training
dc.subjectIntellectual disability
dc.subjectFace-to-face learning
dc.subjectEducational technology
dc.subjectComputer-managed instruction
dc.subjectComputers and Education
dc.subjectComputer Uses in Education – Computer-assisted instruction
dc.titleA comparative study of technology-mediated learning strategies for teaching people with intellectual disability
dc.typeActas de congresos


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