Digital Interactive Storytelling to promote Thai language vocabulary learning for children with dyslexia
Article Sidebar
Main Article Content
Abstract
The ease of access and use, along with the other benefits of digital technology, have greatly changed the styles of teaching and learning. Digital technology plays a role in meeting the needs of learners at all levels. In particular, learners who are able-bodied can apply digital technology for learning, as well as in their daily lives. However, people with disabilities need to be encouraged to use it. This paper presents a needs assessment for Digital Interactive Storytelling (DIS) to promote Thai vocabulary learning for children with dyslexia. The assessment was conducted with teachers of children with dyslexia in both special education and inclusive schools, using the DIS needs assessment form. Based on the findings, a digital interactive story was developed from Thai vocabulary at the Grade 2 level. Illustrations, images, sounds, and interactive features such as buttons for reading and listening to the vocabulary were added. The appropriateness of the storytelling was then evaluated and tested with a sample group in the field, followed by an effectiveness evaluation of DIS in promoting Thai vocabulary learning for children with dyslexia. It is found that the average condition that should be for Thai language reading among children with dyslexia or reading difficulties was the highest level, the DIS evaluation from the experts were appropriate at the highest level, and an effectiveness of DIS with regard to promoting vocabulary learning for children with dyslexia was high level. There is a high demand for DIS, which was very suitable and effective at promoting vocabulary learning. The DIS can be used to promote reading development among children with dyslexia at the elementary level.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All rights reserved. Apart from citations for the purposes of research, private study, or criticism and review,no part of this publication may be reproduced, stored or transmitted in any other form without prior written permission by the publisher.
References
Ågren, K. A., Hemmingsson, H., & Kjellberg, A. (2023). Internet activities and social and community participation among young people with learning disabilities. British Journal of Learning Disabilities, 51(2), 125–134. https://doi.org/10.1111/bld.12519
Alam, A., & Mohanty, A. (2023). Cultural beliefs and equity in educational institutions: Exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1), Article 2270662. https://doi.org/10.1080/02673843.2023.2270662
Alterio, M., & McDrury, J. (2004). Learning through storytelling in higher education: Using reflection & experience to improve learning. Taylor & Francis.
Arayawinyu, P. (1999). Education for children with special needs (2nd ed.). Waenkaew. [in Thai]
Ayasrah, M. N., Al-Masa'deh, M. M., Al-Rousan, A. H., & Khasawneh, M. A. S. (2023). Digital learning for students with disabilities. World Journal on Educational Technology: Current Issues, 15(1), 44–50. https://doi.org/10.18844/wjet.v15i1.8203
Biswas, S. (2023). Pleasure reading and the role of libraries: A review of the literature. Indian Journal of Information Sources and Services, 13(1), 32–38. https://doi.org/10.51983/ijiss-2023.13.1.3537
Bowen, S. K., & Probst, K. M. (2023). Deaf and hard of hearing students with disabilities: An evolving landscape. Education Sciences, 13(7), Article 752. https://doi.org/10.3390/educsci13070752
Chaimin, C., & Yuangsoi, P. (2019). Reading promotion in digital age schools. Journal of Education Naresuan University, 21(3), 356–368. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/123014 [in Thai]
Chularut, P. (2018). Learning management for students in the Thailand 4.0 era. Veridian E-Journal, Silpakorn University, 11(2), 2363–2380. https://he02.tci-thaijo.org/index.php/Veridian-E-Journal/article/view/144570 [in Thai]
Daramola, F. O. (2022). Usability of assistive technologies for the learners with hearing impairment in Federal College of Education. Indonesian Journal of Community and Special Needs Education, 2(2), 119–126. https://doi.org/10.17509/ijcsne.v3i1.44739
David, A., Kiose, V., & Tzelepi, E. (2023). ICTs in education for deaf and hard-of-hearing learners. World Journal of Biology Pharmacy and Health Sciences, 14(3), 222–236. https://doi.org/10.30574/wjbphs.2023.14.3.0273
Ertzgaard, S. I., Kristin, N., Sofie, T., Sindberg, H. G., Bang, H. T., Cosmas, M., Vedul, T. T., Aslam, N., & Jon, Ø. (2020). Prevalence of hearing impairment among primary school children in the Kilimanjaro region within Tanzania. International Journal of Pediatric Otorhinolaryngology, 130, Article 109797. https://doi.org/10.1016/j.ijporl.2019.109797
Ezeh, C. (2019). Multimodal spaces for digital translanguaging: Using Storyjumper to engage bi/multilinguals in interactive storytelling. Teaching English with Technology, 20(2), 118–130.
Flórez-Aristizábal, L., Cano, S., Collazos, C. A., Benavides, F., Moreira, F., & Fardoun, H. M. (2019). Digital transformation to support literacy teaching to deaf children: From storytelling to digital interactive storytelling. Telematics and Informatics, 38, 87–99. https://doi.org/10.1016/j.tele.2018.09.002
Götz, A., Liu, L., Nash, B., & Burnham, D. (2023). Does musicality assist foreign language learning? Perception and production of Thai vowels, consonants and lexical tones by musicians and non-musicians. Brain Sciences, 13(5), Article 810. https://doi.org/10.3390/brainsci13050810
Haleem, A., Javaid, M., & Vaishya, R. (2020). Effects of COVID-19 pandemic in daily life. Current Medicine Research and Practice, 10(2), 78–79. https://doi.org/10.1016/j.cmrp.2020.03.011
Hengsanankun, T., Namburi, A., & Tangsakul, S. (2023). Linguistic rules-based approach for translating Nyaw language to the phonetic alphabet. ICIC Express Letters, 17(2), 131–141. https://doi.org/10.24507/icicel.17.02.131
Hongngam, K., Yanuchit, C., Meeusah, N., Skunhom, V., & Jitsupa, J. (2024). Universal design for learning: Storytelling application to promote learning for children with deaf. In Proceedings of 9th International STEM Education Conference (iSTEM-Ed) (pp. 1–6). IEEE. https://doi.org/10.1109/iSTEM-Ed62750.2024.10663110
Jantanavivat W., Nopmaneejumruslers K., & Seree P. (2022). Effects of the language development program based on early childhood developmental surveillance and promotion. International Journal of Child Development and Mental Health, 10(2), 36–45. https://he01.tci-thaijo.org/index.php/cdmh/article/view/257885
Lersilp, T., & Lersilp, S. (2019). Use of information technology for communication and learning in secondary school students with a hearing disability. Education Sciences, 9(1), Article 57. https://doi.org/10.3390/educsci9010057
Lucarevschi, C. R. (2016). The role of storytelling on language learning: A literature review. Working Papers of the Linguistics Circle of the University of Victoria, 26(1), 23–44.
Mantilla, S. A. A., Macababat, L. A., Nasayao, R. D. S., & Walag, A. M. P. (2023). Design, development, and evaluation of divtcell app: Gamifying eukaryotic cell division and its effects on academic achievement. Jurnal Pendidikan IPA Indonesia, 12(2), 199–207. https://doi.org/10.15294/jpii.v12i2.43852
Miller, S., & Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36–43.
Ministry of Digital Economy and Society. (2018). 4-year operational plan 2019–2022, Ministry of Digital Economy and Society. Ministry of Digital Economy and Society. [in Thai]
Nami, F. (2020). Towards more effective app-assisted language learning: The essential content and design features of educational applications. Issues in Language Teaching, 9(1), 245–278. https://doi.org/10.22054/ilt.2020.52777.501
Nash, C. (2023). Scoping review of self-directed online learning, public school students’ mental health, and COVID-19 in noting positive psychosocial outcomes with self-initiated learning. COVID, 3(8), 1187–1208. https://doi.org/10.3390/covid3080084
Nicholas, M. K., Linton, S. J., Watson, P. J., Main, C. J., & Decade of the Flags Working Group. (2011). Early identification and management of psychological risk factors (yellow flags) in patients with low back pain: A reappraisal. Physical therapy, 91(5), 737–753. https://doi.org/10.2522/ptj.20100224
Rowsell, J. M. K., & Pahl, K. (2014). Literacy and education: Understanding the new literacy studies in the classroom (2nd ed.). SAGE Publications.
Saenboonsong, S., Emrat, N., & Jantrasi, S. (2018). The development of multimedia for learning on search engine of seventh grade students at Wat Phrakhao School, Phranakhon Si Ayutthaya. Journal of Learning Innovations Walailak University, 4(2), 1–15. https://doi.org/10.14456/jli.2018.9 [in Thai]
Saini M., Sengupta, E., Singh, M., Singh, H., & Singh, J. (2023). Sustainable development goal for quality education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. Education and Information Technologies, 28, 2031–2069. https://doi.org/10.1007/s10639-022-11265-4
Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review: Journal of English Education, 8(1), 113–120. https://doi.org/10.25134/erjee.v8i1.1924
Shepherd, C. M., & Alpert, M. (2015). Using technology to provide differentiated instruction for deaf learners. Journal of Instructional Pedagogies, 16, 1–7.
Singsoda, A., & Nillapun, S. (2016). Reading and writing achievement in diphthongs words of grade 2 students with learning disability by using songs. Journal of Education Khon Kaen University (Graduate Studies Research), 10(4), 157–161. [in Thai]
Slattery, M., & Willis, J. (2001). English for primary teachers. Oxford University Press.
Soonprasit, M. (2018). Learning disabilities. Faculty of Medicine Ramathibodi Hospital, Mahidol University.
Special Education Bureau. (2007). Education for persons with disabilities act 2008. Ministry of Education.
Special Education Bureau. (2009). Children with disabilities. Ministry of Education.
Sungrugsa, N., Boonkoum, W., & Pongtiyapaiboon, S. (2018). The professional teachers development by research from continually learning experience with creativity academic quality. Veridian E-Journal, Silpakorn University, 11(1), 1739–1759. [in Thai]
Tabernero-Sala, R., Campos-Bandrés, I. O., Colón-Castillo, M. J., & Laliena-Cantero, D. (2024). Learning how to read children’s books in the digital society: Book trailers as an educational tool in higher education. Journal of Technology and Science Education, 14(1), 224–243. https://doi.org/10.3926/jotse.2530
Ussenova, M., Zhiyenbayeva, N., Kosshygulova, A., Iskakova, L., Aigul, S., & Zhuzimkul, B. (2022). Developing the social activities of primary school students with hearing impairment using technologies. Cypriot Journal of Educational Sciences, 17(1), 174–192. https://doi.org/10.18844/cjes.v17i1.6700
Weber, D. L., Brereton, M., & Kanstrup, A. M. (2023). Developing visual tangible artefacts as an inclusive method for exploring digital activities with young people with learning disabilities. British Journal of Learning Disabilities, 51(2), 250–259. https://doi.org/10.1111/bld.12505
Wright, S. (1995). Managerial choice and anthropomorphism. Business Strategy Review, 6(1), 71–80. https://doi.org/10.1111/j.1467-8616.1995.tb00173.x
Zainuddin, N. M. M., Maarop, N., & Wan Hassan, W. A. (2022). Measuring satisfaction on augmented reality courseware for hearing-impaired students: Adjustment formula form system usability scale. Asian Journal of University Education, 18(2), 348–360. https://doi.org/10.24191/ajue.v18i2.17990
