Effectiveness of the “Cooking Simulator VR” Virtual Reality Application Presented with Video Modeling Teaching Method in Teaching Food Preparation Skills to Individual with Autism Spectrum Disorder

Ufuk Mutlu; Başak Bağlama; Cahit Nuri

Article Details

Effectiveness of the “Cooking Simulator VR” Virtual Reality Application Presented with Video Modeling Teaching Method in Teaching Food Preparation Skills to Individual with Autism Spectrum Disorder

Authors:

Ufuk Mutlu | Başak Bağlama | Cahit Nuri

Publisher:

Ankara University

Main Topics:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.425-452

Document Type:

Article

Publication Date:

1/2025

Document Language:

English

Document ID (Org No.):

2001357762

pISSN:

1304-7639

Keywords:

Abstract:

 Introduction: This study aims to examine the effectiveness of the Cooking Simulator VR virtual reality application, presented through video modeling teaching methods, in teaching food preparation skills to individuals with Autism Spectrum Disorder ASD. The research was carried out in a special education school. Method: In the study, one of the single-subject research models, multiple probes across behaviors with probe trial design was used. The independent variable of the study is the Cooking Simulator VR virtual reality application presented through the video modeling teaching method. The dependent variables of the study include food preparation skills which are egg boiling, breakfast plate preparation and hamburger making. Three types of data were collected in the study: effectiveness, reliability and social validity. Two types of reliability data were gathered: procedural reliability and interobserver reliability. For the analysis of effectiveness data, the percentage of correct responses demonstrated by the student was calculated using the formula Number of Correct Responses  Total Response Opportunities x 100. Social validity data were analyzed through descriptive analysis. Findings: As a result of the study, the individual with Autism Spectrum Disorder ASD was able to independently perform the skills of boiling eggs, preparing a breakfast plate and making a hamburger using the Cooking Simulator VR virtual reality application presented through the video modeling teaching method. It was observed that these skills were retained after acquisition and generalized to real-life settings. An analysis of social validity findings revealed that teachers generally held positive opinions regarding the effectiveness of the Cooking Simulator VR virtual reality application, presented via the video modeling teaching method, in teaching food preparation skills to individuals with ASD. Discussion: In recent years, technological advancements have made virtual reality devices more advanced and accessible. Adjustments can be made in special education schools or institutions to incorporate the use of the Cooking Simulator VR virtual reality application, presented through the video modeling teaching method, for teaching food preparation skills to individuals with Autism Spectrum Disorder ASD. Future research could focus on developing and utilizing equipment and applications in virtual environments that provide physical sensations similar to those in real environments, thereby facilitating the transition to the generalization phase.

 Introduction: This study aims to examine the effectiveness of the Cooking Simulator VR virtual reality application, presented through video modeling teaching methods, in teaching food preparation skills to individuals with Autism Spectrum Disorder ASD. The research was carried out in a special education school. Method: In the study, one of the single-subject research models, multiple probes across behaviors with probe trial design was used. The independent variable of the study is the Cooking Simulator VR virtual reality application presented through the video modeling teaching method. The dependent variables of the study include food preparation skills which are egg boiling, breakfast plate preparation and hamburger making. Three types of data were collected in the study: effectiveness, reliability and social validity. Two types of reliability data were gathered: procedural reliability and interobserver reliability. For the analysis of effectiveness data, the percentage of correct responses demonstrated by the student was calculated using the formula Number of Correct Responses  Total Response Opportunities x 100. Social validity data were analyzed through descriptive analysis. Findings: As a result of the study, the individual with Autism Spectrum Disorder ASD was able to independently perform the skills of boiling eggs, preparing a breakfast plate and making a hamburger using the Cooking Simulator VR virtual reality application presented through the video modeling teaching method. It was observed that these skills were retained after acquisition and generalized to real-life settings. An analysis of social validity findings revealed that teachers generally held positive opinions regarding the effectiveness of the Cooking Simulator VR virtual reality application, presented via the video modeling teaching method, in teaching food preparation skills to individuals with ASD. Discussion: In recent years, technological advancements have made virtual reality devices more advanced and accessible. Adjustments can be made in special education schools or institutions to incorporate the use of the Cooking Simulator VR virtual reality application, presented through the video modeling teaching method, for teaching food preparation skills to individuals with Autism Spectrum Disorder ASD. Future research could focus on developing and utilizing equipment and applications in virtual environments that provide physical sensations similar to those in real environments, thereby facilitating the transition to the generalization phase.

 Introduction: This study aims to examine the effectiveness of the Cooking Simulator VR virtual reality application, presented through video modeling teaching methods, in teaching food preparation skills to individuals with Autism Spectrum Disorder ASD. The research was carried out in a special education school. Method: In the study, one of the single-subject research models, multiple probes across behaviors with probe trial design was used. The independent variable of the study is the Cooking Simulator VR virtual reality application presented through the video modeling teaching method. The dependent variables of the study include food preparation skills which are egg boiling, breakfast plate preparation and hamburger making. Three types of data were collected in the study: effectiveness, reliability and social validity. Two types of reliability data were gathered: procedural reliability and interobserver reliability. For the analysis of effectiveness data, the percentage of correct responses demonstrated by the student was calculated using the formula Number of Correct Responses  Total Response Opportunities x 100. Social validity data were analyzed through descriptive analysis. Findings: As a result of the study, the individual with Autism Spectrum Disorder ASD was able to independently perform the skills of boiling eggs, preparing a breakfast plate and making a hamburger using the Cooking Simulator VR virtual reality application presented through the video modeling teaching method. It was observed that these skills were retained after acquisition and generalized to real-life settings. An analysis of social validity findings revealed that teachers generally held positive opinions regarding the effectiveness of the Cooking Simulator VR virtual reality application, presented via the video modeling teaching method, in teaching food preparation skills to individuals with ASD. Discussion: In recent years, technological advancements have made virtual reality devices more advanced and accessible. Adjustments can be made in special education schools or institutions to incorporate the use of the Cooking Simulator VR virtual reality application, presented through the video modeling teaching method, for teaching food preparation skills to individuals with Autism Spectrum Disorder ASD. Future research could focus on developing and utilizing equipment and applications in virtual environments that provide physical sensations similar to those in real environments, thereby facilitating the transition to the generalization phase.

 Giriş: Bu araştırmada Otizm Spektrum Bozukluğu OSB olan bireye yiyecek hazırlama becerilerinin öğretiminde video modelle öğretim yöntemiyle sunulan Cooking Simulator VR sanal gerçeklik uygulamasının etkililiğinin incelenmesi amaçlanmıştır. Araştırma bir özel eğitim okulunda gerçekleştirilmiştir. Yöntem: Araştırmada tek denekli araştırma yöntemlerinden davranışlar arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımsız değişkeni video modelle öğretim yöntemiyle sunulan Cooking Simulator VR sanal gerçeklik uygulamasıdır. Araştırmadaki bağımlı değişkenler ise yiyecek hazırlama becerileri kapsamındaki; yumurta haşlama becerisi, kahvaltı tabağı hazırlama becerisi ve hamburger yapma becerisidir. Araştırmada etkililik, güvenirlik ve sosyal geçerlik olmak üzere üç tür veri toplanmıştır. Araştırmada uygulama güvenirliği ve gözlemciler arası güvenirlik verileri olmak üzere iki tür güvenirlik verisi toplanmıştır. Etkililik veri analizi için, öğrencinin göstermiş olduğu doğru tepki yüzdesi Doğru Tepki SayısıToplam Tepki Fırsatı x 100 formülü kullanılarak hesaplanmıştır. Sosyal geçerlik verileri, betimsel analiz yoluyla analiz edilmiştir. Bulgular: Araştırma sonucunda OSBli birey; yumurta haşlama, kahvaltı tabağı hazırlama ve hamburger yapma becerisini video modelle öğretim yöntemiyle sunulan Cooking Simulator VR sanal gerçeklik uygulaması ile bağımsız olarak gerçekleştirmiş, becerileri edindikten sonra becerilerin kalıcı olduğu görülmüş ve bu becerileri gerçek ortama genelleyebilmiştir. Sosyal geçerlik bulguları incelendiğinde ise öğretmenlerin genel olarak OSBli bireye yiyecek hazırlama becerilerinin öğretiminde video modelle öğretim yöntemiyle sunulan Cooking Simulator VR sanal gerçeklik uygulamasının etkililiğine ilişkin olumlu görüşleri olduğu görülmüştür. Tartışma: Son yıllarda yaşanan teknolojik gelişmeler ile birlikte sanal gerçeklik cihazları daha gelişmiş da ve daha ulaşılabilir düzeye ulaşmıştır. Özel eğitim okullarında veya kurumlarında OSBli bireye yiyecek hazırlama becerilerinin öğretiminde video modelle öğretim yöntemiyle sunulan Cooking Simulator VR sanal gerçeklik uygulamasının kullanımına yönelik düzenlemeler yapılabilir. Yapılacak olan araştırmalarda; genelleme aşamasına geçiş sürecini kolaylaştırabilmek adına sanal ortamda, gerçek ortamdakine yakın fiziksel hisler verebilecek ekipmanlar ve uygulamalar geliştirilip kullanılabilir.

Article Details

Effectiveness of the “Cooking Simulator VR” Virtual Reality Application Presented with Video Modeling Teaching Method in Teaching Food Preparation Skills to Individual with Autism Spectrum Disorder

Authors:

Ufuk Mutlu | Başak Bağlama | Cahit Nuri

Publisher:

Ankara University

Main Topics:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.425-452

Document Type:

Article

Publication Date:

1/2025

Document Language:

English

Document ID (Org No.):

2001357762

pISSN:

1304-7639

Cooking simulator VR

autism spectrum disorder

virtual reality

food preparation skills

skills teachingCooking Simülatör VR

Otizm Spektrum Bozukluğu

Sanal Gerçeklik

Yiyecek hazırlama becerisi

beceri öğretimi

Issues

Article Details

Authors: Ufuk Mutlu | Başak Bağlama | Cahit Nuri

Publisher: Ankara University

Main Topics: Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.425-452

Document Type: Article

Publication Date: 1/2025

Document Language: English

Document ID (Org No.): 2001357762

pISSN: 1304-7639

Issues

Authors:

Ufuk Mutlu | Başak Bağlama | Cahit Nuri

Publisher:

Ankara University

Main Topics:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.425-452

Document Type:

Article

Publication Date:

1/2025

Document Language:

English

Document ID (Org No.):

2001357762

pISSN:

1304-7639