doi: 10.18178/ijiet.2024.14.7.2126
Utilizing PROKET Technology Program: An Evaluation of Assistive Tools in Enhancing Developmental Skills for Students with Specific Learning Disorders
Samer Ayasrah1
,
Anas Hanandeh2,* ,
Hebah Abu Ghazal1 ,
Wafaa AlEid1
- 1Special Education Department, Faculty of Educational and Psychological Sciences, Amman Arab University, Amman, Jordan
- 2Department of Administration, Curricula and Teaching Methods, Faculty of Educational and Psychological Sciences, Amman Arab University, Amman, Jordan
- Manuscript receivedDecember 16, 2023
- revisedFebruary 5, 2024
- acceptedMarch 28, 2024
- publishedJuly 19, 2024
Abstract
This study evaluates the PROKET Technology Program’s efficacy in aiding students with Specific Learning Disorders (SLD) in enhancing their developmental skills, focusing explicitly on attention and memory by employing an experimental design and individual case study method. A total of 15 students were enrolled in the study who had specific learning disabilities in Amman, Jordan. PROKET is an interactive digital learning program based on OSMO principles. Additionally, it provides training and assistance with assistive technology. It combines physical action with artificial intelligence to develop confidence, thoughtfulness, and creativity. As part of the PROKET, developmental difficulties in attention and memory are targeted and measured specifically. As a result of the study, it has been shown that PROKET has a significant positive effect on students with specific learning disabilities with regards to arithmetic means on pre- and post-tests for each of the performance measures on developmental difficulties as a whole.
Keywords
- assistive technology
- PROKET technology program
- specific learning disorders
- attention and memory
How to Cite
Samer Ayasrah, Anas Hanandeh, Hebah Abu Ghazal, and Wafaa AlEid, "Utilizing PROKET Technology Program: An Evaluation of Assistive Tools in Enhancing Developmental Skills for Students with Specific Learning Disorders," International Journal of Information and Education Technology, vol. 14, no. 7, pp. 988-995, 2024. https://doi.org/10.18178/ijiet.2024.14.7.2126
Copyright & License
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).