EXPLORING THE EFFECTIVENESS OF DIGITAL LEARNING TOOLS IN BASIC CULINARY EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

This study explores the effectiveness of digital learning tools, specifically video-based instruction, in teaching basic cooking skills to students with intellectual disabilities. Traditional teaching methods often lack the adaptability needed to cater to the unique learning requirements of these students. Through a quasi-experimental design, this research assesses the impact of video-based instructional methods on skill acquisition, long-term retention, and student engagement compared to traditional classroom instruction. Forty students with intellectual disabilities were divided into two groups: one receiving video-based lessons and the other traditional instruction. Results indicated that the video-based learning group demonstrated significantly greater improvement in cooking skills, with better recall and retention over time. Additionally, students in the video-based group exhibited higher levels of engagement and motivation, attributing these to the interactive and flexible nature of the digital format. These findings suggest that video-based instruction can be a valuable tool in special education settings, enhancing both the effectiveness and enjoyment of life skills training for students with intellectual disabilities.