A feasibility study of digital content use in inclusive, Austrian primary school practice. (2022)

• Record Type: Journal Article
• Authors: Paleczek, Lisa; Ender, Daniela; Berger, Jessica; Prinz, Katharina; Seifert, Susanne
• Is Part Of: International journal of educational research. Volume 112(2022)
• Publication Date: 2022
• Subjects: Usability -- Digital learning environment -- Inclusive lessons -- Differentiated material -- Reading skills -- Primary school; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2022.101938
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: The RegioDiff-materials proved usable and user-friendly. Inclusive lessons with the RegioDiff-materials are feasible. Austrian Grade 4 students are highly motivated when working with tablets. Teachers and students appreciate working with the RegioDiff-materials. Typing on a tablet keyboard is challenging for some Grade 4 students. Abstract: We developed digital materials for inclusive primary school content lessons that combine factual texts with various elements known to foster reading comprehension (e.g., reading strategies, cooperative learning, glossaries). To investigate the usability and feasibility of the digital learning environment, we conducted two mixed-methods studies in both individual (Study 1) and whole-classroom settings (Study 2). Use of the new digital material was found to be intuitive and motivating. Although teachers and students needed time to familiarize themselves with new functions, they liked working with the material. Students benefited when teachers introduced the material in a clearly structured manner. Teachers emphasized the importance of the cooperative learning methods and appreciated the inclusive characteristics of the approach.