Design Criteria for Interactive E-Books and Interactive Content Based Teaching Apps for Learners With Autism Spectrum Disorder

Abstract

Creative and innovative developments in information and communication technologies have paved the way for assistive technologies in special education in addition to other fields in education. Assistive Technologies have been used as effective, efficient, and attractive teaching tools because learners with autism spectrum disorder have difficulties to develop cognitive abilities and acquire new knowledge. Learners with autism spectrum disorder need to improve their behavior, communication and relationships with their environment and this can be succeeded through special education. New digital devices, as hardware, appear to be promising teaching/learning tools. However, hardware takes on a new significance as long as it is used with well-designed software. Within the scope of this research, software refers to any interactive e-books and any interactive content based teaching applications. On this basis, the purpose of this study is to identify design criteria for interactive e-books and interactive content-based teaching applications for learners with autism spectrum disorder through a three round Delphi study. In this study, a total of 47 criteria under 5 themes were identified and research findings were further discussed within the scope of five emerged themes. Additionally, directions for future research were presented.