Otizm Spektrum Bozukluğu Olan Bireye Yiyecek Hazırlama Becerisinin Öğretiminde Videoyla Model Olma Öğretim Yöntemi ile Sunulan “Cooking Simülatör VR” Sanal Gerçeklik Uygulamasının Etkililiği

Year 2025, Erken Görünüm, 1 - 28

Ufuk Mutlu , Başak Bağlama , Cahit Nuri

https://doi.org/10.21565/ozelegitimdergisi.1402162

Abstract

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 Sayısı/Toplam Tepki Fırsatı x 100” formülü kullanılarak hesaplanmıştır. Sosyal geçerlik verileri, betimsel analiz yoluyla analiz edilmiştir.
Bulgular: Araştırma sonucunda OSB’li 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 OSB’li 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 OSB’li 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.

Keywords

Cooking Simülatör VR, Otizm Spektrum Bozukluğu, Sanal Gerçeklik, Yiyecek hazırlama becerisi, beceri öğretimi

Ethical Statement

Araştırmanın etik kurul onayı, Uluslararası Kıbrıs Üniversitesi Rektörlüğü Etik Kurulu’ndan 23.01.2023 tarih ve -020-1157 sayılı karar ile alınmıştır.

Supporting Institution

Yoktur.

Thanks

Yoktur.

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

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.

Keywords

Cooking simulator VR, autism spectrum disorder, virtual reality, food preparation skills, skills teaching

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