Wednesday Onsite Presentation Session 3

Education & Difference

Session Chair: Arghavan Maleki

13:40-14:05

68668 | Individual Learners’ Differences: The Role of Technology for The Introvert and Extrovert Learners in EFL

Syukron Fajriansyah, Universitas Pendidikan Indonesia, Indonesia

Technology makes the learning process more effective, with technology all students including introverted and extroverted students can learn wherever and whenever they want. This study aimed to describe the use of technology as a learning resource for Introvert and Extrovert students and analyze whether there are differences in the use of technology for them. A descriptive research design was used with qualitative analysis for data interpretation. The participants of the study were three introverted students and two extroverted students. Data were obtained using online interviews with WhatsApp media. The study reveals that introverted and extroverted students have similarities in terms of how to use technology. They use technology in the form of learning videos to learn and improve their language skills. In addition, introverted students reported preferring to use technology alone compared to others. These results indicate that introverted and extroverted students have similarities in using learning technology, namely using video as a learning resource, but introverted students prefer to use technology alone compared to using it with others, different from extroverted students. This study is assumed to provide insight into Individual learner differences, especially for introverted and extrovert students, and to support reflection by giving information about the use of technology by introverted and extrovert students in EFL.

14:05-14:30

67825 | Social Skills Learning for Students With Autism – Comparing the Differences in Outcomes of Courses in Basic and Unexpected Situations

Chia Chi Yeh, National Tsing Hua University, Taiwan Ying Ru Meng, National Tsing Hua University, Taiwan

Through virtual reality teaching, this research takes "One Art Tour with Students" as the story theme. Teaching object is 20 elementary school students with autism. Experimental time is 2019 and 2022, 2 echelons; each teaching time is about 30-40 minutes, 1-2 times a week, and the introductory course students receive eight times. Students in unexpected situations course accepted six times. The research method is a quasiexperimental design combined with semi-structured interviews, and the analysis methods are descriptive statistics and t-test. The research results from "learning behavior" and "learning effect." We find that students' learning behavior includes:

1. Environmental familiarity affects selfattitude: whether it is about the test site or the content of the teaching situation, most students will have unexpected behavioral reactions because of the improvement of familiarity;

2. Dependency of virtual characters: students' friendship with virtual characters, and the more you enter the latter stage of the course, the more likely you will have noticeable emotional reactions. The performance of students' learning outcomes includes

2. "social skill behaviors and characters scale for elementary and junior school (SSBCS)" significant differences in performance on base tasks. No significant difference exists in unexpected situations;

1. Social skills performance items have increased in this course, but unexpected situations tasks increased slightly;

3. "Accommodating the environment" in the "Social skills effectiveness survey" is the item that has improved the most in basic tasks. In unexpected situations, "Accommodating with oneself" has improved significantly, showing that the two task scenarios have different improvements effect.

14:30-14:55

67992 | Living With Autism in Rural Iran: Families’ Perspectives on Support for Their Children and Their Family

Arghavan Maleki, University of Auckland, New Zealand

This study sought the views of 18 parents and 16 professionals who live/work with autistic children in rural Iran. The study privileged the voices and experiences of families with autistic children. What is it like to live with autism in rural Iran? The sub-questions asked how families’ and autistic children’s lives are improved. The semi-structured interview was used to identify and describe the experiences and perspectives of parents on autism. Also, professionals’ views shaped families’ experiences. They were asked about their experiences with and perspectives on autism and their experiences with and perspectives on the needs and strengths of families that included a child with autism. This study showed that although families with autistic children grapple with different issues, e.g., financial ones, they are not the victims due to their child’s situation. And they try to make life easier for the Iranian autism community by doing some activities, e.g., advocacy. Also, professionals indicated similar views with parents about autism or even doing the same actions, such as autism advocacy. This research identified and described the perspectives of families and professionals on autism. Also, it revealed what currently and further support is needed for Iranian families who care for children with autism. Besides, it contributed to a better understanding of families with autistic children in rural areas beyond Iran.

14:55-15:20

68872 | The Development and Application of the Wearable Device for the Deaf Performers

Tzu

Hua Huang, University of Taipei, Taiwan

Yi-jiun

Li, University of Taipei, Taiwan

The references have pointed out that technological design must consider users' sensory and individual differences, and the physiological signals were usually used as the basis for emotional status and cognitive processes. Hence, this research developed the wearable device “vibration bracelet,” which was suitable for deaf performers. The device was used to explore the impact on the communication method of deaf performers. After testing, the heart rate is used as the judgment at the current stage, and the result could be defined as "excited" and "smooth." The emotional ups and downs of deaf students during rehearsal are collected as the basis for emotional judgment. When the heart rate reaches 83 (times/min), the threshold for triggering vibration is initially defined. Then, a long vibration will be emitted to indicate the performer's "excited" mood. If the bracelet detects the performer's mood as "smooth," A twice short vibration will be emitted to indicate the performer's "smooth" mood. The results of qualitative interviews with deaf people showed that when students rehearsed performances, they focused on vision and used hearing aids. However, some equipment was easy to loosen during activities. When using hearing aids, students would probably worry about the aids falling. Also, students relied on beats. If there were vibration objects to assist them, it would help them understand sooner. Finally, the students found using the vibration bracelet to participate in the course interesting and wanted to use it in future classes.