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

Tufan M., Yildirim İ. S., Altunay B.

TECHNOLOGY PEDAGOGY AND EDUCATION, vol.35, no.3, pp.401-425, 2026 (SSCI, Scopus)

  • Publication Type: Article / Article
  • Volume: 35 Issue: 3
  • Publication Date: 2026
  • Doi Number: 10.1080/1475939x.2025.2531868
  • Journal Name: TECHNOLOGY PEDAGOGY AND EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Library, Information Science & Technology Abstracts (LISTA), Psycinfo
  • Page Numbers: pp.401-425
  • 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.