خلاصة:
Objectives: Multimedia messages are designed considering how the human brain functions
as opposed to other forms of media that are not planned accordingly. They are likely to lead to
more effective and meaningful learning. In the cognitive theory of multimedia learning, it is
assumed, firstly, that the human information processing system has two separate channels for
processing: visual and auditory.
Methods: This research is an applied one in terms of objective. A pretest and posttest, with a
control group, research design for the collection of data also makes it a quasi-experimental one.
The statistical population included all educable, mentally retarded students in grades two and
three of elementary schools in Qasr-e Shirin in the academic year 2014-2015. Twelve students
were selected through accessible sampling method and were randomly assigned into control
and experimental groups.
Results: The results showed that the implementation of multimedia training is effective in the
development of self-help and life skills of educable, mentally retarded students.
Discussion: The findings indicated that multimedia education can be used to develop self-help
and life skills along with traditional methods.
ملخص الجهاز:
Effectiveness of Multimedia Education Program on the Development of Self-Help and Life Skills in Educable, Mentally Retarded Students Faranak Mosavi1*, Zeynab Abazari1, Faramarz Beigipoor1, Nasrin Asadi2 1.
Results: The results showed that the implementation of multimedia training is effective in the development of self-help and life skills of educable, mentally retarded students.
Given that self-help and life skills’ training is important for students with special needs and appro- priate multimedia applications have not been designed to cater to this need, the researchers decided to evaluate its effect on the development of the said skills among educable, mentally retarded students in grades two and three of elementary schools.
Zavaraki Zareie and Gharibi (2012) conducted a study titled "the impact of multimedia on learning and retention of math concepts to fourth grade educable mentally re- tarded students", using a quasi-experimental method.
Implementation method Because of the lack of multimedia education to pro- vide training for the development of self-help and life skills among mentally retarded children, the researcher decided to design the same for the study group.
Based on the results of Table 6, and after adjusting pretest scores and considering the significant difference between adjusted means (Table 5) of the groups, it can be concluded that the multimedia education has been able to increase the score of self-help and life skills at the posttest stage totally.
The results showed that training multimedia education at post-test has increased the amount of total score of life skills based on self-help and between the groups in the level (0.