Abstract
ABSTRACTUse of iPad technology in the classroom may facilitate learning, engagement, motivation, and interest (Crescenzi, Jewitt, & Price, 2014). The Dexteria™ iPad application was implemented into first grade curriculum using a nonequivalent control group design to explore impact on visual–motor integration (VMI) skills using the Beery–Buktenica Developmental Test of Visual–Motor Integration (Beery VMI) as an assessment tool. The experimental group (n = 23) participated in traditional curriculum combined with the Dexteria™ app whereas the control group (n = 20) received only the traditional curriculum for 4 weeks. Pretest and posttest Beery VMI administration yielded raw scores which were compared for significance. The results of the comparison between groups were deemed inconclusive due to the minute difference in mean scores of the experimental group (M = .087) and control group (M = 0). Although the study did not yield statistically significant results, findings of the study may have clinical relevance and contribute to the broad literature supporting the addition of interactive technological interventions in the classroom.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Occupational Therapy, Schools, & Early Intervention
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
