App-based self-monitoring as an intervention to support attention in students with learning difficulties
This study examines the effectiveness of an app-based self-monitoring intervention to support attention in students with learning difficulties. Two quantitative single-case studies were conducted in special education school settings. Study 1 used an AB design in which 12 seventh-grade students with...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-01-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1270484/full |
| _version_ | 1797339147206131712 |
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| author | Conny Melzer Alexander Herwix Alexander Herwix |
| author_facet | Conny Melzer Alexander Herwix Alexander Herwix |
| author_sort | Conny Melzer |
| collection | DOAJ |
| description | This study examines the effectiveness of an app-based self-monitoring intervention to support attention in students with learning difficulties. Two quantitative single-case studies were conducted in special education school settings. Study 1 used an AB design in which 12 seventh-grade students with learning difficulties were assessed for attentional behavior during a math exercise by systematic observation using the Munich Attention Inventory with five-second time sampling by two raters. Study 2 used a multiple baseline design to assess the attentional behavior of three students with combined learning and attention difficulties during a math exercise by systematic observation using Direct Behavior Rating to measure on-task and off-task behavior. Both studies also used a competency screening to elicit teacher ratings of change in attention behavior in a pre-post measurement. The results indicate that the app-based self-monitoring interventions were successful, highlighting the potential of app-based self-monitoring to support students with learning and attention difficulties. In particular, the development of personalized self-monitoring interventions holds promising potential for improving learning outcomes in this target group. |
| first_indexed | 2024-03-08T09:41:43Z |
| format | Article |
| id | doaj.art-659250eaa3494ba9b1f1855cbea9e88c |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-08T09:41:43Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-659250eaa3494ba9b1f1855cbea9e88c2024-01-30T04:26:01ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-01-01910.3389/feduc.2024.12704841270484App-based self-monitoring as an intervention to support attention in students with learning difficultiesConny Melzer0Alexander Herwix1Alexander Herwix2Institute of Special and Inclusive Education, Faculty of Education, Leipzig University, Leipzig, GermanyInstitute of Special and Inclusive Education, Faculty of Education, Leipzig University, Leipzig, GermanyCologne Institute for Information Systems, Faculty of Management, Economics and Social Sciences, University of Cologne, Cologne, GermanyThis study examines the effectiveness of an app-based self-monitoring intervention to support attention in students with learning difficulties. Two quantitative single-case studies were conducted in special education school settings. Study 1 used an AB design in which 12 seventh-grade students with learning difficulties were assessed for attentional behavior during a math exercise by systematic observation using the Munich Attention Inventory with five-second time sampling by two raters. Study 2 used a multiple baseline design to assess the attentional behavior of three students with combined learning and attention difficulties during a math exercise by systematic observation using Direct Behavior Rating to measure on-task and off-task behavior. Both studies also used a competency screening to elicit teacher ratings of change in attention behavior in a pre-post measurement. The results indicate that the app-based self-monitoring interventions were successful, highlighting the potential of app-based self-monitoring to support students with learning and attention difficulties. In particular, the development of personalized self-monitoring interventions holds promising potential for improving learning outcomes in this target group.https://www.frontiersin.org/articles/10.3389/feduc.2024.1270484/fullself-monitoringself-regulated learningmobile applicationlearning difficultiessingle case research |
| spellingShingle | Conny Melzer Alexander Herwix Alexander Herwix App-based self-monitoring as an intervention to support attention in students with learning difficulties Frontiers in Education self-monitoring self-regulated learning mobile application learning difficulties single case research |
| title | App-based self-monitoring as an intervention to support attention in students with learning difficulties |
| title_full | App-based self-monitoring as an intervention to support attention in students with learning difficulties |
| title_fullStr | App-based self-monitoring as an intervention to support attention in students with learning difficulties |
| title_full_unstemmed | App-based self-monitoring as an intervention to support attention in students with learning difficulties |
| title_short | App-based self-monitoring as an intervention to support attention in students with learning difficulties |
| title_sort | app based self monitoring as an intervention to support attention in students with learning difficulties |
| topic | self-monitoring self-regulated learning mobile application learning difficulties single case research |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1270484/full |
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