Abstract
Objectives The purpose of this study is to explore the experiences and meanings derived by students with disabilities in a special education class, where a play-centered educational approach was applied to enhance digital literacy skills. Methods To achieve the research objective, the researcher utilized the action research method. This study employed the action research procedures of problem identification, implementation, reflection, revision, and re-implementation. In this context, the special education teacher and four special education students served as the researcher and research observers. Results Initially, by applying a play-centered educational approach to foster digital literacy skills, students could easily engage in lessons using digital devices. The conclusions drawn from the action research process in the Korean language class for the special education class, which incorporated elements of the play-centered educational approach, are as follows. To begin with, this study was able to address and improve issues identified in the school setting through action research. Moreover, the conclusions based on the experiences and meanings of students participating in the Korean language class, which applied elements of the play-centered educational approach to enhance digital literacy skills, are as follows. Firstly, students were able to gain experience in using digital devices. Additionally, students could create new content using digital devices. Furthermore, students showed interest in digital devices and demonstrated an active attitude during lessons. Conclusions The results of this study will be prepared to seek ways to cultivate digital devices in Korean classes using the play-centered education method of disabled students in Korean language class using the play center education law.
Published Version
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