World Journal of Chemical Education
ISSN (Print): 2375-1665 ISSN (Online): 2375-1657 Website: Editor-in-chief: Prof. V. Jagannadham
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World Journal of Chemical Education. 2020, 8(1), 47-51
DOI: 10.12691/wjce-8-1-6
Open AccessSpecial Issue

Self-Regulation and Training of Students with Learning Disabilities in an Inclusive Setting Using ICT

Christof Probst1, and Johannes Huwer1

1Chemistry and Chemistry Education, University of Education Weingarten, 88250 Weingarten, Germany

Pub. Date: March 05, 2020
(This article belongs to the Special Issue Transformation of Science Education with ICT)

Cite this paper:
Christof Probst and Johannes Huwer. Self-Regulation and Training of Students with Learning Disabilities in an Inclusive Setting Using ICT. World Journal of Chemical Education. 2020; 8(1):47-51. doi: 10.12691/wjce-8-1-6


Methods that improve the learning performance of students in heterogeneous learning groups are constantly being sought after. The aim of the present study was to explore the possibility of using the smartphone to improve student classroom preparation. For this, a free app was used, which reminded the students on the content that needed to be learned and tasks that needed to be finished. This was done with the help of the devices that the students bring themselves (“Bring Your Own Device” - BYOD). The results of the study indicate a possible greater learning achievement by the users of the app when compared to the non-users. However, the use of the students' self-managed devices was also the cause of significant problems. These were identified through the use of log sheets which discovered the root cause of success or failure. The study was conducted in two eighth grade classes, with a total of 48 students from a middle school in the subject of chemistry. The study’s finding, that the use of reminder apps significantly raises learning outcome, is significant for chemistry lessons.

ICT learning companion inclusion self-regulation

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