Design and Validation of A Model of Mobile Multimedia Learning Environment and Its Effect on Learning and Learning Transfer of Social Skills of Students with High-Performance Autism Spectrum Disorder

Masnavi, Amir; Zaraii Zavaraki, Esmaeil; Sharifi Daramadi, Parviz; Nili Ahmadabadi, Mohammad Reza; Delavar, Ali

doi:10.22055/psy.2024.45645.3186

Design and Validation of A Model of Mobile Multimedia Learning Environment and Its Effect on Learning and Learning Transfer of Social Skills of Students with High-Performance Autism Spectrum Disorder

Document Type : Research Article

Authors

Amir Masnavi ¹

Esmaeil Zaraii Zavaraki ²

Parviz Sharifi Daramadi ³

Mohammad Reza Nili Ahmadabadi ⁴

Ali Delavar ⁵

¹ PhD Graduate in Educational Technology, Allameh Tabatabai University, Tehran, Iran and Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran

² Professor, Department of Instructional Technology, Allameh Tabataba’i University, Tehran, Iran

³ Professor, Department of Psychology and Education of Special Children, Allameh Tabataba’i University, Tehran, Iran

⁴ Associate Professor, Department of Instructional Technology, Allameh Tabataba’i University, Tehran, Iran

⁵ Professor, Department of Assessment and Measurement, Allameh Tabataba’i University, Tehran, Iran

10.22055/psy.2024.45645.3186

Abstract

Effective social functioning in children with Autism Spectrum Disorder (ASD) requires not only the acquisition of social skills but also their successful transfer to natural contexts, a process that remains challenging. This study investigated the effects of a mobile multimedia learning environment on the acquisition and transfer of social skills in students with high-functioning ASD, with the aim of proposing an evidence-based model for special education technology. A single-subject quasi-experimental design with multiple baselines was employed. The population consisted of male students with high-functioning ASD in Ahvaz, Iran, during the 2020–2021 academic year. Four participants were selected through convenience sampling based on screening criteria (Autism Spectrum Screening Questionnaire score ≥ 110) and parental consent. Data were collected via the High-Functioning Autism Screening Questionnaire (Kasechi et al., 2013) and the Autism Social Skills Profile (Bellini & Hopf, 2007), appraising reciprocal social interaction, social participation/avoidance, and mature social behavior. The intervention, grounded in cognitive load theory and multimedia learning principles (segmentation, pretraining, personalization, signaling, dual-channel presentation, and immediate feedback), was implemented for four weeks (one hour daily) under parental supervision. Measurements were performed during baseline (four weekly assessments), learning (during and immediately after intervention), and transfer (one and two months post-intervention). Data analysis involved visual inspection, recovery percentage, and stable change index. The results indicated substantial improvements in total social skills and all subscales for three participants from baseline to learning, with maintenance during transfer and clinically significant change. For the fourth participant, learning gains were observed though they were not sustained at transfer. Overall, the findings support the effectiveness of systematically designed mobile multimedia environments in promoting both acquisition and transfer of social skills among most students with high-functioning ASD. Further research should include diverse populations and extended follow-up periods.

Keywords

Mobile multimedia learning environment

learning transfer

social skill

two-way social interaction skills

social participation-avoidance skills

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