Developing Instructional Design for Visually Impaired Lifelong Learners: Promoting AI Literacy

Aydın B., Seferoğlu S. S.

17. ULUSLARARASI BİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ SEMPOZYUMU, Kastamonu, Türkiye, 3 - 05 Ekim 2024, ss.8

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: Kastamonu
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.8
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

Artificial Intelligence (AI) tools can respond to the needs of special learners with visual impairments thanks to their capabilities such as image recognition and screen reading, providing social communication opportunities, adaptable to learner needs and providing personalization opportunities based on their needs. The aim of this study is to develop and evaluate the instructional design process of AI literacy and Assistive AI Tools training that supports special learners with visual impairment to become independent lifelong learners. Within the scope of the study, a training content will be designed for the needs of volunteer special learners. This instructional design process will be evaluated by special learners and field experts through collaborative interactions. Following the needs analysis process of the current study, the AI-supported tools identified for the needs of special learners will be discussed in terms of usability, contributions to lifelong learning and sensory, cognitive and social benefits. The research is structured using a design-based research model. In the process, literature review, interviews with special learners and experts in the field, and AI tool evaluation forms will be used as data collection tools. In addition, special learner reflective reports and a form of suggestions for improving the process will be used. Also, expert opinion forms working in the field of education of the visually impaired will be used to criticize the instructional design. After the study is completed, it is expected that an instructional design process and a tool will be developed to respond to specific learner needs. In addition, the study will also provide recommendations on the key features and additional features that should be included in this instructional design. This research is special in that it provides tools and suggestions for visually impaired individuals to have effective lifelong learning experiences independent of time and space at different stages of their lives. This study is also important for the development of instructional design processes that focus on AI literacy.