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The literature has emphasized the positive impact of mobile technologies with augmentative and alternative communication (AAC) apps for enhancing the functional communication skills of individuals with autism spectrum disorders (ASD). Although various AAC apps are available, the system design of such apps presents assorted challenges, particularly for those with ASD in different cultures. Designing useful and engaging apps by considering the affordances of mobile technologies and the characteristics of individuals with ASD may contribute to the success of interventions. In this regard, the purpose of this study is to examine the design specifications of AAC apps based on the considerations of subject-matter experts from an instructional system design (ISD) perspective. The current research employed a design-based research framework, including different methods. An AAC app named as EBA was developed by following design specifications as suggested by the field experts to answer the research questions. The results of the study revealed several enhancements in usability, flexibility, and feasibility issues of AAC apps, and highlighted the importance of (a) personalized apps, (b) simple user-interface, (c) hierarchical representation of visuals, (d) responsive apps, (e) help and documentation, and (f) parent control service. Directions for future research are proposed.

Due in part to its flexibility and open design, the video game Minecraft has emerged as a popular tool for teaching and learning. Inspired by prior research showing the influence of problem-solving mindsets in physical settings, this study is an effort to understand the extent to which an open-ended task influences subsequent problem-solving behaviors in a virtual environment. Specifically, we investigate creativity and its relationship with task design in Minecraft by comparing a well-defined task group, instructed to follow step-by-step directions, with a group pursuing an open-ended task requiring a higher degree of agency. Creativity is assessed using two conventional approaches: the Alternative Uses Test (AUT) and the Consensual Assessment Technique (CAT). Judges were trained to evaluate using both methods and achieved sufficient agreement on a subset of the data prior to completing the full data set. Our results suggest that (1) participants who engaged in the open-ended task receive significantly higher CAT scores than those in the well-defined task group, and (2) among variables such as the level of skill/experience, interest in Minecraft, and materials (blocks) used in Minecraft, only game interest level has a significant influence on the CAT score.

This study compares the effect of Augmented Reality (AR) based virtual manipulatives to physical manipulatives for teaching geometric shapes to preschool children to improve their spatial skills. A quasi-experimental research design was utilized in order to answer the research questions. The context of the research was a public primary school in Turkey with 72 preschool children, ages ranging from five to six. As the treatment, while the experimental group used tablet computers with AR applications, the control group used physical manipulatives for performing similar activities over a four-week application. Two spatial ability tests were conducted as pre-test and post-test. The results showed a statistically significant difference in the preschool children's spatial ability test scores in favor of the experimental group.

Authentic collaborative m-learning activities were designed, developed and implemented for a computer networking course. The effect of the activities on student engagement and motivation were analyzed using a mixed method research design. Moreover, the effect of the iterative design of the content and instructional process of authentic m-learning activities on students' engagement and motivation were analyzed in the study. The activities were implemented for two consecutive semesters and were modified based on the findings from the first semester. Student engagement survey and motivation questionnaire were used to collect quantitative data, student interview protocol was used to collect qualitative data for further investigation. The findings from the first semester indicated that the engagement categories "personal development" and "satisfaction from the course" had the highest mean scores. In the second semester, the highest mean score belonged to the "personal development" category, followed by "collaborative learning." Comparison of the results from two semesters revealed that the improvements in the content of the activities and instructional process increased the "collaboration" among students as well as their "interaction with instructor." Paired sample t-tests revealed a difference in indicators of student motivation within groups in both semesters. Analysis of the interview data showed that students perceived the authentic activities as an appropriate tool for enhancement in "communication" and "collaboration" opportunities.

Language learning, especially second language learning requires systematic practice and repetition. Students are introduced with the new words in class sessions and they practice them via traditional methods such as continuously writing the direct meaning of the word or using flash cards. Computers have the potential to bring more attractive and enjoyable features to instructional materials. This case study tries to contribute to the understanding of design, development and implication phases of computer-assisted language learning materials. Quantitative and qualitative methods were used. With regard to the dictionary page most of the students preferred to listen to the pronunciation of most of the words, but conflictingly almost none of the students tried to repeat the pronunciation of the words after listening. More than half of the students (72.7%) thought that practicing by doing activities (crossword puzzles) and interacting with the web based tool was joyful. The pace and understandability of its speech were positively perceived by the students. Technology like Ms-Agent can be useful especially for improving listening. Moreover, it can be used as an online assistant as students perceived the internet character as functional in guiding them.

The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question-answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done based on the six steps of inductive analysis. The results showed that students mostly ascribed the meaning of their engagement to the observable behaviors about academic challenge. Concerning inhibiting factors for participating in a lecture, they stressed the constraints of lecture method. As inhibiting factors for asking questions, they mostly stated shyness as a reason. The results of the research were discussed reflectively to investigate the constructed meanings of participants about the context and to make suggestions for further studies.

The effect of students' subject discipline on their preferences toward m-learning applications was investigated by using a mixed-method research design. A questionnaire on students' preferences of m-learning application features was used to collect data from 181 undergraduate students. One-way analysis of variance found a significant difference among perceptions of students from different subject disciplines related to the "collaboration" and "learning" features. Follow-up interviews were carried out to further investigate students' perceptions. Content analysis revealed that "availability" and "ease of use" were the most preferred features, and "collaboration" and "entertaining" were the least preferred ones. Interview results related to universities' readiness for m-learning were categorized into (i) universities' infrastructures, (ii) instructors' skills and (iii) students' skills for m-learning. Students indicated their universities' infrastructures as "moderately ready" for m-learning. They ranked their instructors' skills as "low". However, students assessed their own skills as "moderate" for utilizing m-learning in their respective universities.