The effects of computer-aided concept teaching with the Direct Instruction Model on concept acquisition of students with intellectual disabilities

Tufan M., Yildirim I. S., Altunay B.

Technology, Pedagogy and Education, 2025 (SSCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2025
  • Doi Number: 10.1080/1475939x.2025.2531868
  • Journal Name: Technology, Pedagogy and Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Library and Information Science Abstracts, Library, Information Science & Technology Abstracts (LISTA), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo
  • Keywords: applications in subject areas, concept acquisition, Direct Instruction Model, Special education, technology integration in special education
  • Middle East Technical University Affiliated: Yes

Abstract

This study aimed to develop and evaluate a technology-based instructional tool using the Direct Instruction Model (DIM) for teaching geometric concepts–cube, cylinder and cone–to students with mild intellectual disabilities (ID). The ‘Shape Finder’ application was designed following DIM principles and assessed using a multiple probe design across participants. Four students with mild ID, their three teachers and six special education experts participated. Data collection involved app-based performance metrics, observations and interviews. Results indicated that the Shape Finder effectively supported students’ acquisition, retention (up to five weeks), and generalisation of the targeted geometric shapes to real-world objects. Interviews confirmed the application’s social validity. The findings highlight that integrating evidence-based instructional models with technology can enhance concept learning for students with mild ID, facilitating both short-term gains and long-term retention. This study underscores the potential of well-designed digital tools in special education to support conceptual understanding and generalisation across contexts.