Using Video Modeling Via iPads to Teach Multiplication to Struggling Learners

• Published in: Journal of special education technology 2024-03, Vol.39 (1), p.67-78
• Main Authors: Kellems, Ryan O., Steinburg, Melissa, Bahr, Damon, Hansen, Blake D.
• Format: Article
• Language: English
• Subjects: Grade 2; Intervention; Prompting; Students; Validity; Video Technology; Word Problems (Mathematics)
• ISSN: 0162-6434; 2381-3121
• DOI: 10.1177/01626434231180584

There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to struggling learners. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist five second grade students who had been identified by their teachers as “struggling” in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance on the mathematic problems. In addition, a visual analysis between intervention and maintenance appeared stable for all participants. Lastly, the social validity data had overall positive results. These results indicate that technology can be used to implement interventions for struggling learners and may be utilized in regular classrooms. Results also demonstrate that video modeling can be a useful instructional tool for helping many individuals, not just those with an identified disability, to learn complex tasks. Implementing video models in a classroom setting could enable teachers to consistently provide interventions to students that work more independently, allowing teachers to work on a more one-on-one or small group basis with their students.