Abstract
The study aims to identify whether interactive touchscreen images affect children’s well-being and motivation in the context of inclusive education. It involved 22 students of the inclusive school. The students were in their 1st grade. The average age of the schoolchildren was 7 years. The survey method was the tool that assessed the significance of interactive touchscreen images in inclusive education. The learning course included two phases. Consequently, during the initial stage of the course, students used physical photographs, while in the subsequent phase, they engaged with interactive visuals. This fact suggests that the first phase was a typical activity for students, and the second phase with interactive images was a new and unexplored phenomenon, which drove engagement and interest. In addition, in the first phase, the well-being of schoolchildren was limited by M – 4.25. However, in the second phase of the course, the indicator increased to M − 4.68. Hence, it can be deduced that the incorporation of interactive pictures elevated students’ motivation to learn and fostered effective communication within the group. The practical significance of the article is that this study describes the impact of interactive technologies on the motivation and well-being of students in inclusive school education. Further studies should address this topic in the context of higher education. Additional studies may use a longer time and a larger sample number, as well as take into account the gender of the participants in the experiment.
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Appendices
Appendix 1
The Academic Self–Regulation Questionnaire
A. Homework
Statement: | |
|---|---|
I do my homework because… | |
I like to do my homework | Responses on the Likert scale 1– not true at all 2 – neither 3 – somewhat true 4 – true 5 – very true |
I like to know and be able to do more and more | |
I am ashamed to get bad grades | |
My parents control me and check my grades | |
When I do not, the teacher scolds me | |
B. Classwork
Statement: | |
|---|---|
I do my classwork because… | |
I am interested in it. | Responses on the Likert scale 1 – not true at all 2 – neither 3 – true 4 – very true |
I want to learn new things | |
The teacher asks me to do it | |
I will be ashamed of myself if I do not do it | |
I try to answer difficult questions in class because… | |
My teacher asks me to try | Responses on the Likert scale 1 – not true at all 2 – neither 3 – true 4 – very true |
I want to try | |
I like to learn to think | |
I feel ashamed of myself when I do not try | |
I try to do well in school because… | |
I enjoy learning | Responses on the Likert scale 1 – not true at all 2 – neither 3 – true 4 – very true |
I have to study well | |
If I do not do well, I will get a punishment | |
I do not want to be scolded by my teacher | |
Appendix 2
The Multidimensional Life Satisfaction Scale
Statement | Response |
|---|---|
I want to go to school in the morning | Responses on the Likert scale 1 – never 2 – sometimes 3 – often 4 – almost always 5 - always |
I like most of my teachers | |
I like school | |
I am happy with my teachers | |
My friends treat me well | |
I love listening to my teachers | |
I have good friends | |
* I wish it was possible not to go to school | |
Some of my teachers are interesting people | |
I’m interested in school classes | |
I can always ask teachers for help | |
* I feel bad at school | |
It is interesting to talk to teachers |
The answer “never” to a direct item receives 1 point, “sometimes” — 2 points, “often” − 3 points, “almost always” — 4 points, “always” — 5 points. The answers to the opposite items marked with * are encoded in reverse: “never” — 5 points, “sometimes” — 4 points, etc. The total score was the sum of the scores on both scales.
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Afanasyeva, Y., Bratkova, M., Galoyan, D. et al. The impact of interactive touchscreen images on the well-being of schoolchildren in the context of inclusive education. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12608-z
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DOI: https://doi.org/10.1007/s10639-024-12608-z