The impact of interactive multimedia and pedagogical approaches on educational effectiveness in children with hearing impairments
Keywords:
hearing impairment, inclusive education, multimedia and pedagogy, interactive games, attention, vocabulary, social adaptationAbstract
This study examines the educational effectiveness of multimedia and pedagogical approaches in children with hearing impairment. The study involved 8 children aged 7–12 years, who were randomly assigned to experimental (n=15) and control (n=15) groups. The experimental group received multimedia and interactive intervention (audio, visual, gestural, and sensory integration) for 8 weeks. Pre/post-tests were used to assess attention, comprehension, vocabulary, and social adaptation. The results showed significant improvements in the experimental group: attention increased by 32.4%, vocabulary increased by 27%, and comprehension and social adaptation indicators also showed positive changes (p<0.01). No significant changes were observed in the control group. The study shows that multimedia and interactive pedagogical approaches are effective and promising tools in the education of children with hearing impairment.
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References
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