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.
Similar content being viewed by others
References
Arendasy, M., Sommer, M., & Ponocny, I. (2005). Psychometric approaches help resolve competing cognitive models: When less is more than it seems. Cognition and Instruction, 23(4), 503–521. https://doi.org/10.1207/s1532690xci2304_3
Bhatt, S. K., De Leon, N. I., & Al-Jumaily, A. (2014). Augmented reality game therapy for children with autism spectrum disorder. International Journal on Smart Sensing and Intelligent Systems, 7(2), 519–536. https://doi.org/10.21307/ijssis-2017-668
Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28, 67–77. https://doi.org/10.1177/1088357613478829
Caarls, J., Jonker, P., Kolstee, Y., Rotteveel, J., & van Eck, W. (2009). Augmented reality for art, design & cultural heritage; system design and evaluation. Journal on Image and Video Processing, 2009(3), 1–16. https://doi.org/10.1155/2009/716160
Chen, H., Lee, I., & Lin, L. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55(Part A), 477–485. https://doi.org/10.1016/j.chb.2015.09.033
Cihak, D. F., & Bowlin, T. (2009). Using video modeling via hand held computers to improve geometry skills for high school students with learning disabilities. Journal of Special Education Technology, 24, 17–29. https://doi.org/10.1177/016264340902400402
Cummins, D. D. (1991). Children’s interpretations of arithmetic word problem. Cognition and Instruction, 8(3), 261–289. https://doi.org/10.1207/s1532690xci0803_2
Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., & Hamlett, C. L. (2004). Expanding schema-based transfer instruction to help third graders solve real-life mathematical problems. American Educational Research Journal, 41,2, 419–445. https://doi.org/10.3102/00028312041002419
Fuson, K. C., Carroll, W. M., & Landis, J. (1996). Levels in conceptualizing and solving addition and subtraction compare word problems. Cognition and Instruction, 14(3), 345–371. https://doi.org/10.1207/s1532690xci1403_3
Galloway, C., Collins, B. C., Knight, V., & Bausch, M. (2013). Using a simultaneous prompting procedure with an iPad to teach the Pythagorean theorem to adolescents with moderate intellectual disability. Research & Practice for Persons with Severe Disabilities, 38(4), 222–232. https://doi.org/10.1177/154079691303800402
Hosseini, E., & Foutohi-Ghazvini, F. (2016). Play therapy in augmented reality children with autism. Journal of Modern Rehabilitation, 10(3), 110–115.
Hughes, E. M. (2019). Point of view video modeling to teach simplifying fractions to middle school students with mathematical learning disabilities. Learning Disabilities: A Contemporary Journal, 17(1), 41–57
Hughes, E. M., & Yakubova, G. (2019). Addressing the mathematics gap for students with ASD: An evidence-based systematic review of video-based mathematics interventions. Review Journal of Autism and Developmental Disorders, 6(2), 147–158. https://doi.org/10.1007/s40489-019-00160-3
Kaufmann, H., Schmalstieg, D., & Wagner, M. (2000). Construct3D: A virtual reality application for mathematics and geometry education. Education and Information Technologies, 5(4), 263–276. https://doi.org/10.1145/641007.641140
Khowaja, K., Banire, B., Al-thani, D., Sqalli, M. T., Aqle, A., Shah, A., & Salim, S. S. (2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review. Ieee Access : Practical Innovations, Open Solutions, 8, 78779–78807. https://doi.org/10.1109/ACCESS.2020.2986608
Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. Routledge
Lee, J. Y., & Guewon, R. (2008). Context-aware 3D visualization and collaboration services for ubiquitous cars using augmented reality. International Journal of Advanced Manufacturing Technology, 37(5), 431–442. https://doi.org/10.1007/s00170-007-0996-x
McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30(4), 183–213. https://doi.org/10.1353/etc.2007.0029
Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high-functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 261–270. https://doi.org/10.1080/01688639408402637
Montague, M., & Bos, C. (1986). The effect of cognitive strategy training on verbal math problem-solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19(1), 26–33. https://doi.org/10.1177/002221948601900107
Montague, M., Krawec, J., Enders, C., & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469–481. https://doi.org/10.1037/a0035176
Ok, M. W., Haggerty, N., & Whaley, A. (2021). Effects of video modeling using an augmented reality iPad application on phonics performance of students who struggle with reading. Reading & Writing Quarterly, 37(1), 101–116. https://doi.org/10.1080/10573569.2020.1723152
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high- functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105. doi:https://doi.org/10.1111/j.1469-7610.1991.tb00351.x
Palechka, G., & MacDonald, R. (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children, 33(3), 457–474. https://doi.org/10.1353/etc.0.0100
Park, J., Bouck, E., & Duenas, A. (2019). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1), 3–16. https://doi.org/10.1177/0162643418780464
Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299. https://doi.org/10.1016/j.beth.2010.08.006
Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: using schemas to facilitate mathematical reasoning. Teach Except Child, 51(1), 31–42. https://doi.org/10.1177/0040059918777250
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543. https://doi.org/10.1007/s00779-013-0747-y
Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children’s problem-solving ability in arithmetic. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 153–196). Academic Press
Saunders, A. F., Spooner, F., & Ley Davis, L. (2018). Using video prompting to teach mathematical problem solving of real-world video-simulation problems. Remedial and Special Education, 39(1), 53–64. https://doi.org/10.1177/0741932517717042
Seo, Y. J., & Bryant, D. P. (2012). Multimedia CAI program for students with mathematics difficulties. Remedial and Special Education, 33(4), 217–225. https://doi.org/10.1177/0741932510383322
Shin, M., & Bryant, D. P. (2017). Improving the fraction word problem solving of students with mathematics learning disabilities: Interactive computer application. Remedial and Special Education, 38(2), 76–86. https://doi.org/10.1177/0741932516669052
Tolar, T. D., Fuchs, L., Cirino, P. T., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2012). Predicting development of mathematical word problem solving across the intermediate grades. Journal of Educational Psychology, 104(4), 1083–1093. https://doi.org/10.1037/a0029020
VanKrevelen, D. W. F., & Poelman, R. (2010). A survey of augmented reality technologies, applications and limitations. The International Journal of Virtual Reality, 9(2), 1–20. https://doi.org/10.20870/IJVR.2010.9.2.2767
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S. … Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
Wright, J. C., Knight, V. F., & Barton, E. E. (2020). A review of video modeling to teach STEM to students with autism and intellectual disability. Research in Autism Spectrum Disorders, 70, 101476. https://doi.org/10.1016/j.rasd.2019.101476
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. Journal of Special Education, 39(3), 181–192. https://doi.org/10.1177/00224669050390030501
Yakubova, G., Hughes, E. M., & Chena, B. B. (2020). Teaching students with ASD to solve fraction computations using a video modeling instructional package. Research in Developmental Disabilities, 101, 103637. https://doi.org/10.1016/j.ridd.2020.103637
Yakubova, G., Hughes, E. M., & Shinaberry, M. (2016). Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder. Journal of autism and developmental disorders, 46(7), 2349–2362. https://doi.org/10.1007/s10803-016-2768-7
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].
Author information
Authors and Affiliations
Contributions
Chu-Lung Wu: all contributions.
Corresponding author
Ethics declarations
Conflict of Interest
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.
Consent to Participate
Informed consent was obtained by all participating parents.
Competing Interests
The author declares no conflict of interest.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Wu, CL. Using Video Modeling with Augmented Reality to Teach Students with Developmental Disabilities to Solve Mathematical Word Problems. J Dev Phys Disabil 35, 487–507 (2023). https://doi.org/10.1007/s10882-022-09862-9
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10882-022-09862-9