Teaching Self-Determination to Middle School Students With Learning Disabilities in a 3-D Virtual Learning Environment

• In Event: Poster Session 12
  In Poster Session: Special Education and Self-Advocacy

Abstract

In this study, we investigated the impact of student-directed learning within a three-dimensional virtual learning environment (3D VLE) on the acquisition and application of self-determination skills in 71 middle school students with learning disabilities. We used a pre-and post measure design and randomly assigned participants to the 3D VLE, the PowerPoint, or the control group. Quantitative analyses revealed the method of instruction had no statistically significant impact on overall knowledge acquisition or application of self-determination skills between groups. The results also showed a discrepancy between participants’ self-reported rating of self-determination and their actual display of self-determination skills. Recommendations for future studies utilizing virtual learning environments to teach students with learning disabilities self-determination will be provided.

Authors

• Kara Rosenblatt, The University of Texas of the Permian Basin

• Pena Lasiste Bedesem, Kent State University