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Students with high-functioning autism spectrum disorder have obvious deficits mainly in areas related to social skills, which is an inhibitory factor in the learning process. Modern educational techniques should focus not only on fulfilling their teaching goals, but also on cultivating the deficit characteristics of students with autism, thus giving an inclusive orientation to the educational process. To meet this need, a digital educational framework of “hyper-interactive” videos was designed and developed, in primary electricity concepts, with the aim of a holistic learning experience, starting from the detection of alternative ideas, focusing on the one hand on the intended cognitive transformation and on the other hand on the development of social skills through cooperative learning techniques, among elementary school students. The research sample consisted of 16 fifth- and sixth-grade elementary school students (twelve students with high-functioning ASD and four typically developing students). The research results highlighted the adaptability of the specific educational tool to the deficient social skills of students with ASD, achieving better learning outcomes by adopting inclusive collaboration techniques.

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The Collaborative Digital “Hyper-interaction” Way on Electricity for Primary ASD-HF Students

  • 会议论文

  • 发表日期：

    2025年

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  • Charilaos Tsihouridis,
  • Antonios Karavasilis,
  • Nikolaos Mitrakas,
  • Dennis Vavougios,
  • Marianthi Batsila

摘要

Students with high-functioning autism spectrum disorder have obvious deficits mainly in areas related to social skills, which is an inhibitory factor in the learning process. Modern educational techniques should focus not only on fulfilling their teaching goals, but also on cultivating the deficit characteristics of students with autism, thus giving an inclusive orientation to the educational process. To meet this need, a digital educational framework of “hyper-interactive” videos was designed and developed, in primary electricity concepts, with the aim of a holistic learning experience, starting from the detection of alternative ideas, focusing on the one hand on the intended cognitive transformation and on the other hand on the development of social skills through cooperative learning techniques, among elementary school students. The research sample consisted of 16 fifth- and sixth-grade elementary school students (twelve students with high-functioning ASD and four typically developing students). The research results highlighted the adaptability of the specific educational tool to the deficient social skills of students with ASD, achieving better learning outcomes by adopting inclusive collaboration techniques.