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International Journal of Developmental Disabilities logoLink to International Journal of Developmental Disabilities
. 2021 Nov 22;69(5):683–696. doi: 10.1080/20473869.2021.2004535

Effect of interactive video-based instruction on learning performance in relation to social skills of children with intellectual disability

Munmi Barman 1,✉, Ananta Kumar Jena 1
PMCID: PMC10402858  PMID: 37547560

Abstract

Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service.

Keywords: collaborative learning, individual learning, interactive video-based instruction, intellectual disability, moderate intellectual disability, social skills

Introduction

Inclusive Education (IE) is an approach or initiative taken by the government to educate children with different disabilities and learning difficulties equally with normal children in the formal classroom setting under the same roof with the provision of equal opportunities in regards to their strengths or weakness in any area (Singh 2016). It means that all students with or without any disabilities can study together in a general classroom with supportive services for their individual needs. Inclusive education allows each individual with different disabilities to feel respected, confident, and safe to learn and develop abilities to sustain in society (Khanna and Kareem 2021). It offers an opportunity to reorganize the entire school system, regarding the curriculum, pedagogy, assessment, and above all the meaning of education (Jha 2007). Also, inclusion allows children with Intellectual Disabilities (IDs) to progress efficiently in improving adaptive behaviour and performing well in academic skills as compared to other educational settings (Dessemontet et al. 2012). Therefore, building an inclusive research team will allow the special needs children to grow interested in learning new skills (Strnadová et al. 2014). However, the pandemic has flipped a difference in the learning process which serves as an opportunity to rethink the current scenario and make educational planning inclusive (Nhlapo 2020).

The term Intellectual disability (ID) refers to delays in children's intellectual growth and adaptive behavior that are mainly associated with different disorders and disabilities (AAIDD User's Guide Work Group 2012, APA 2015). At present, the field concerned with IDs is growing with new findings and possibilities through research work, experimentation, and medicine to overcome the problems related to different disability issues. Education is a process of providing knowledge to the children equally without any barriers both formally and informally. The classroom community holds children from different backgrounds with hidden qualities and those can only be exposed with the help of proper training through means of education. In addition, the multidimensional model of human functioning helps to understand the cycle of human performance in everyday life activity relating to five dimensions of development such as intelligence, adaptive behaviour, health, participation, and context (Buntinx 2006). Findings from various studies describe that people with an ID showed additional development in their behavior with a comfortable mindset during the pandemic (Hughes and Anderson 2020), whereas, people without IDs were more augmented to loneliness and worry about the pandemic (Van Tilburg et al. 2021).

The scenario of education has shifted from real classroom teaching to an online classroom involving both the students and teachers to collaborate equally for making the teaching process more effective during the COVID-19 pandemic. The concept of online learning already exists but in reality it was fully utilized during the pandemic by a large population all over the world. With due advancement in science and technology different diagnosis techniques, strategies, and ideologies are presented to mitigate the challenges for children with any kind of disability. Similarly, (Embregts et al. 2020) suggested, using both text and image materials through easily accessible applications will allow people with an ID to recognize the complexity of the situation.

But the question is whether interactive video-based instruction has any effect on the learning performance and social skills development of children with ID. If so, then is there any relationship that exists between the learning performance and social skills development of children with ID.

Independent variable

Interactive video-based instruction (IVBI)

Interactive video-based instruction is a process of sharing appropriate explanations to a particular topic through video mode with clear suggestions to the learners for better recall and retention, memorization, perfections, and acquiring accurate information for the learning purpose. Not only this, but it appeals to all learners' profiles, offers higher learner engagement, enables to track the learners’ performance, assessed learning outcomes, and works with other techniques for a better combination. Moreover, (Zhang et al. 2006) examined that IVB learning platforms provide satisfactory results in an e-learning environment for the student's academic performance. It can be applied or used across varied corporate training needs such as formal and informal learning sessions. In contrast, an electronic interactive whiteboard efficiently enhanced student’s active participation and grow interest to learn the lesson (Yakubova and Taber-Doughty 2013).

The advancement in technology has been expanding from an approach in medical education to integrated use in education. Technology leads to facilitates communication and promotes interaction for lecture interactivity (Tuma 2021). In addition, technology-based learning is supportive to improve and overcome student’s difficulties in understanding emotions and facial expressions (Zhang et al. 2019). Self-directed video prompting techniques were useful in training employment skills to students with moderate intellectual disabilities (MIDs) (Cannella-Malone et al. 2017). Video learning is also working as a mass media platform for providing information associated with every difficult topic loaded with thousands of videos to be explored. It also allows the students to fill gaps of knowledge by exploring the uploaded videos on any online applications (Pulukuri and Abrams 2020). It is noted that video modeling (VM) along with other strategy helps to improve learning, livelihood skills, emotional skills, and increase social communication skills that are necessary for adults with Autism Spectrum Disorder/Intellectual Disability (ASD/ID) in an inclusive workplace (Walsh et al. 2018, Shukla-Mehta et al. 2010, Syriopoulou-Delli and Sarri 2021). ASD is defined as a complex developmental condition that involves challenges in social interaction, speech, and non-verbal communication with repetitive behaviors. On the other side, interactive learning enhanced students' and teachers' active involvement, participation, and developed proper interaction that is required in every educational setting (Tuma 2021).

Video-based instruction (VBI) provides several learning videos in a micro-learning format to support formal education to the learners. However, IVBI can help out learners to understand the topic in a clear and precise manner as it involves both video and lecture at the same time which later becomes easier for student’s to understand the topic more clearly. Hence, the sound and visual effects in the presented videos bound the student’s to connect and think about the morality of the lesson. The areas of development were observed in student’s with MIDs during the application of interactive video-based instruction (See Figure 1).

Figure 1.

Figure 1.

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Students areas of development using IVBI.

Previous, literatures found that video learning is playing a dominant role to record and present information attractively and consistently before the learners related to all the subject matters. VBI enhance student’s academic performance (Ledbetter-Cho et al. 2017). It permits students to view, download, and reuse the available learning materials and deliver a collaborative learning environment to improve their ability to retain information for a long-term period. Video learning is an effective way in moderating STEM classrooms for the learners to improve learning accountability through an online interactive platform. For example, Edpuzzle is one of the updated online applications that provide easy-to-use active video learning components where student’s can access videos directly from the Learning management system (LMS) with effective flexibility to support learning (Pulukuri and Abrams 2020).

Other researchers like (Hodges et al. 2020, Bozkurt and Sharma 2020) study reveals the effectiveness of online education that consists of various training strategies, quality course design, principles, ideologies, theories, and research works with proper prototypes, ethics, and appraisal to make teaching and learning more interesting. Video modeling instruction (VMI) helps to teach new social behaviors to children with ASD (Charlop-Christy et al. 2000). In the Indian context, only a few researchers have experimented on ID children concerning to their social skills development through IVBI. However, the regular use of computer programs will allow the students with ID to improve in their academic learning (Bell et al 2013, Wilkes-Gillan and Joosten 2016). Researchers like (Chan 2019, Khanna and Kareem 2021) observed that storytelling can be helpful for different age groups individuals with disabilities in adjusting to their social environment and also to improve their imagination capacity.

Improved cognitive skills can bring perfection in various social skills activities in children with different IDs (Van Nieuwenhuijzen and Vriens 2012). Both positive and negative results were highlighted by the researchers on assessing the effectiveness of video-based instruction training for ID groups. The student’s with MID in mainstream classrooms significantly showed lower social status than their Typically Developed (TD) peer groups (Kemp and Carter 2002). Children with ID receive a high risk of emotional and behavioral problems due to irrespective way of developmental delay as compared to children without ID (Dekker et al. 2002). However, promoting self-determination and inclusive practice via VBI at schools will facilitate appropriate learning outcomes and increase contributions among children with ID (Agran et al. 2002).

Regular use of VBI can significantly improve language skill problems in children with learning disabilities (Xin and Rieth 2001, Fteiha 2017). An e-learning environment increases the learner’s interest and satisfaction level (Zhang et al. 2006). Video modeling interventions are effective for the ASD population to improve their functioning skills (Hong et al. 2016, Parsons and Mitchell 2002). Similarly, (Loumidis and Hill 1997) study reveals that improvement was observed only in trainees who reside within the community group as compared to those in controlled group children. Video-based interventions convey development in forming independence and providing opportunities to improve daily living skills (DLS) for children with IDs (Burton et al. 2013). Similarly, regular DLS practices are connected with improved independence and positive useful outcomes for children with ASD to deal with other activities (Kilincaslan et al. 2019).

Previous research result shows that both synchronous (live) and asynchronous (live recordings) online applications are significantly useful for children with ASD to improve their communication skills (Simacek et al. 2021). Other literature found that effective social skills are important for an individual to associate inside the classroom, academic performance, and social interaction (Hughes et al. 2011). VBI shows a positive way for improvement among ASD children in both social and communication skills (Kagohara 2010). Increased impairment in psychopathology leads to more chances of deficits in developing social skills in children with Mild/Moderate Intellectual Disability (MMID) (Matson et al. 2000). Likewise, CBVI intervention increases the level of teaching student’s how to read signs and respond in grocery stores independently (Mechling et al. 2002).

Besides, researchers, psychologists, policymakers, and curriculum framers implement modern types of equipment to study or understand children with IDs educational, emotional, and psychological benefits in modern times. That is why the researchers thought to expose IVBI to children with MID to see their improvement in social skills, and also emphasizes that how video is just another component for instruction and works well within a wide range of well-supported evidence based on instructional procedures. Hence, the above-mentioned literature reviews revealed that social skills are an important aspect to progress meaningful life within the societal norms both for with and without IDs individual. As a result, the study aimed to assess 1) the effect of IIVBI and CIVBI on the learning performance of children with ID over the conventional group of children and 2) the relationship between the effect of IVBI on learning performance and social skills development of children's with ID.

Dependent variables

Learning performance of children's with intellectual disability

In general, children with MIDs tend to under achieve in all academic areas due to limited intellectual abilities to abstract and generalize the problems, therefore regular instruction should be provided in improving the required skills. They can easily develop academic skills, functional skills, daily living skills, communication skills, and vocational skills when appropriate instruction is provided in the areas of improvement. Some student’s with MIDs need only alternating support to complete the task or any activity, whereas those with severe problems require pervasive supports due to learning difficulties. The core curriculum for MIDs includes all the necessary skills for improving adaptive behavior and surviving in the community.

Social skills development of children's with intellectual disability

Social skills enable an individual to improve his/her daily living skills by adopting good habits, maintaining healthy relationships, sharing posititive thoughts, respecting elders, and accepting mistakes to lead functional life. The extensive use of social skills training (SST) has resulted improvement in several traditional and meta-analytic reviews that include elaborative effectiveness of teaching and training provided for children with ID in improving their skills to associate actively with family, peer group, and community as a whole (Sukhodolsky and Butter, 2007). Teaching social skills inside the classroom setting will enable the pupils with IDs to take part actively in societal activities and also enjoy the benefits of having peer friendship, cooperative learning, and good relationships in school and workplace (Adeniyi and Omigbodun 2016, Bremer and Smith 2004). However, well-structured workplace training for adults with ASD/ID will improve their social communication and emotional skill respectively (Liu et al. 2013).

Teaching social skills through role-playing is an effective technique to engage children with IDs and providing opportunities will be helpful for practice and feedback (Bremer and Smith 2004). Furthermore, social skills build essential qualities that allow individuals to make good choices in thinking and resulting in social competence (de Bildt 2005). In addition, social competence allows students to maintain adequate interpersonal peer relationships and avoid negativity (Gresham et al. 2001). Therefore, contextual assessment of social skills (CASS) can be useful in clinical intervention to measure social competence in an individual with ASD (Simmons et al. 2021). Moreover, music therapy also promotes social skills development as well as improves social behavior in ASD children using the Social Responsiveness Scale (SRS) (Yum et al. 2020, LaGasse 2014, LaGasse 2017). On the other hand, both executive functions (EFs) and critical thinking skills (CTS) training are also helpful in improving social skills for individuals with MID (Dučić et al. 2018).

Some researchers suggest that proper social skills development among youth with disabilities can help to connect strong relationships with their family members at home, peer bonding in school, and active participation within the community. Similarly, adolescents with developed social skills are accepted easily by peer groups, maintain stronger bonding with parents, and develop an interest in school activities (Hair et al. 2002). However, poor social skills indicate different levels of disabilities in student’s and which later leads to difficulties in social adjustment and achieving the set goals. Therefore, students with disabilities need proper social skills training to overcome the problems and understand the level of complexities.

Methods

Demographic and developmental characteristics of participants

Before the instruction 150 students were identified from the selected three rehabilitations centres situation in Guwahati, Assam who were admitted for their all kinds of skills development. The researchers with due permission administered the DSM test with all the selected student’s and found 20 student’s were mild, 99 were moderate, 13 were severe, and 18 were profound. After completion of the DSM test researchers were able to identified the symptoms, language development, and functionality skills of the students in an open observation such as; (mild = improved in conceptual, social, and practical domains; moderate = developed slowly in conceptual, social, and practical skills; severe = limited improvement in conceptual, social, and practical skills; profound = no sign of improvement or development in all the three domains).

Finally, the researchers have made up their minds to select 99 MID students for the experiment. A total of 33 (male = 22, age ranged 13 to 15, and female =11, age ranged 13.5 to 15) students of rehabilitation centre I, and 33 (male = 18, age ranged 14 to 15, and female = 15, age ranged 14.5 to 15) students of rehabilation centre II were assigned to experimental groups respectively. However, 33 students with MID of rehabilitation centre III was assigned to conventional group for traditional treatment that act as comparision group.

Before the DSM test and sample selection the researchers have visited five to six times to these rehabilitation centres to know the status of students functionality skills. As per theobservation researchers have pointed out; mild children face difficulties in academic skills, immature in social interaction, and required support in completing some DLS activities. In addition, moderate children develop slowly in pre-academic skills, social and communication abilities are limited, and some daily living skills activities can be completed by themselves. In case of severe children, conceptual skills are limited, and requires support for completing all the DLS activities, whereas profound children use objects to learn new skills with limited understanding of communication and social interactions. Also, they are dependent on others in completing the DLS activities. Therefore, the researchers selected the MID population  for the present study due to their improved language development and functionality skills.

Design of the study

A quasi-experimental non-randomisation design was used to determined the effect of IVBI on learning performance in relations to social skills development on children with MID. The study consisted of 24-weeks Individual Interactive Video Based Instruction (IIVBI) & Collaborative Interactive Video-Based Instruction (CIVBI) training phase, intervention phase, and post-test intervention for the remaining study duration.

Procedure

The researcher has divided the activity procedure into three phases such as; IIVBI, CIBVI, and conventional approach. The details are presented below in phase 1, 2, and 3 respectively.

Phase 1: Individual interactive video-based intervention

Self-learning or Self-instruction is an effective independent approach that promotes people with mental retardation to learn new skills, complete tasks, increase production, and solve problems (Hughes 1991). For conducting the experiment researchers have pre-visited the selected rehabilitation centres with prior permission letter from higher authority of university to do data collection. After finalizing, rehabilitation centre I students was assigned for IIVBI experimental group. In pre-test session every individual students were given an activity in the form of questionnaires and were allowed to complete the task without any pre-instructions within 10–15 mins. The entire working behavior of each student was recorded in video format during the experimentation by some participants, teachers, and working interns. This process continued until the total number of (n = 33) students completed the task. After completion of pre-test, the researchers provided regular interventions through pre-recorded videos and printed worksheets for practices. Similarly, a post-test was conducted on the same student’s with the previously provided questionnaires or worksheets followed by recorded videos.

Phase 2: Collaborative interactive video-based intervention

Collaborative learning creates an environment of doing any task with groups or team members (Bigby et al. 2014). In rehabilitation centres, collaborative learning creates a wide interactive environment for people with ID in promoting skills development and interpersonal relationships without any bias (Gusmão et al. 2019, Joiner 2004). In medical institution, Medical Radiation Technologists (MRT) works collaboratively with Intellectual developmental disabilities (IDDs) patients to develop educational modules for improving imaging procedure (Jiwa et al. 2020). Similarly, collaborative learning is beneficial to children with IDs in learning any specific activity related to skill development (Wishart et al. 2007). In accordance, researchers have assigned rehabilitation centre II students for the CIVBI experimental group. The students (n = 33) were divided into groups for participating in the pre-test task without pre-instruction. The sets of prepared questionnaire was provided to the groups and they need to complete the task within 10–15 mins. In each group the students came across same format of questionaire in reshuffling mode of items. In addition, the entire experimentation session was recorded by some participants, teachers, and working interns. After completion of the pre-test regular interventions was provided to the students followed by previously recorded videos and printed worksheets for practices. Accordingly, post-test activity was organized among the same group of students with the same set of questionnaires to see improvement in their social skills.

Phase 3: Lecture cum discussion for conventional group

The rehabilitation III students (n = 33) was assigned for the conventional group followed by the lecture cum discussion method to complete the entire task. The students were provided printed questionnaire for the pre-test session without any pre-instruction. Accordingly, regular practice was provided to the students through printed worksheets, printed materials, and storytelling method. Similarly, a post-test was conducted on the same students with the same questionnaires with proper instruction.

Materials and tools

Achievement test

For the present study, an achievement test was developed by following the syllabus, and standard guidelines that were followed in all the rehabilitation centres situated within Guwahati, Assam, India. In context, achievement test will help the researchers to shuffle the level of sample selection with their respective learning abilities in their developmental process. Incase of rehabilitation I (IIVBI) different areas of developments was set in the form of goals (social skills development, academic performance, and co-curricular activities), similarly in rehabilitation II (CIIVBI) also follows the same pattern (academic, social skills, co-curricular activities, and personality development), but in rehabilitation III NCERT books was followed for teaching numbers, alphabets, and general knowledge to the student’s, also importance was given in co-curricular and therapy programs. In additions, while preparing the achievement test researchers have minutely observed the goals and books to frame the questionnaires for the present work .The included items were writing alphabets, simple calculation, calendar activity, time management, using manners, colour and shapes identification, maintaining hygiene, daily routines, body parts functioning, physical fitness or exercise, general knowledge, personality development, and environmental awareness. The test consists of 40 Multiple-choice items (MCQs) having three options and out of this one correct response and the other two are good distracters. Scoring includes 1 mark for each correct response with flexible administration. The content validity score was .81 and reliability was .86 and, the time taken to respond was 10–15 min, respectively. Likewise, National Longitudinal Transition Study-2 (NLTS2) survey assesses the student’s home-school experience, academic achievement, self-determination, self-concept, and friendship (Gaumer Erickson et al. 2015).

Social skills test

A social assessment chart was designed to administer individual, collaborative, and conventional group with a quick evaluation of skills. This test covers five sub-areas of social skills with different activities in the form of questionnaires (See Figure 2).

Figure 2.

Figure 2.

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Sub-areas of social skills.

Likewise, Social Skill Rating System (SSRS) is regarded as the best practice to study the social behavior of children across classroom settings (Elliott et al. 2008). In addition, Multidimensional Social Competence Scale (MSCS) contributes to higher application in education, clinical, and non-clinical settings to understand the parameter of social competence with and without ASD adults (Trevisan et al. 2018). Likewise, Matson's evaluation of social skills for individuals with severe retardation (MESSIER) assesses the improvement of social behaviour in children with ID (Matson and Boisjoli 2008). Similarly, other scales like the Adaptive Functioning Scale for Intellectual Disabilities (AFSID or EFA-DI), and Vineland Adaptive Behaviour Scales (VABS) measure the improvement of adaptive functioning in children with ID (Selau et al. 2020; Sparrow et al. 1984).

Moreover, regular use of Social Skills Group Training (SSGT) can provide services in mental health treatment for ASD groups (Choque Olsson et al. 2017). In addition, (LaGasse 2014) used the Social Responsiveness Scale (SRS) and the Autism Treatment Evaluation Checklist (ATEC) followed by a video session to record the changes that occurred in the social behavior of children with Autism. Furthermore, (Najafabadi et al. 2018) used the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP), Autism treatment evaluation checklist (ATEC), and Gilliam Autism Rating Scale-second edition (GARS-2) to train and improve social skills behaviour on children with ASD through the SPARK program. Accordingly, Behavioral Intervention Technologies Training (BITs-SST) was provided using computer programs in training social skills for the ASD group (Soares et al. 2021).

The social skill assessment covers five sub-areas of social skills development consisting of ten items each with an equal weightage of 50 marks carrying 1 score for each correct response with a flexible administration. The content validity was .84 and reliability was .88 and time taken to respond the items was 10–15 min respectively (See Table 1).

Table 1.

Sample questionnaire of social skills test.

Sl.No Areas of social skills Questions Yes No
1 Basic communication skills I speak loudly and clearly.    
Can you speak fluently in English?    
People usually don’t laugh at my jokes.    
Reading magazines or newspaper helps in verbal practices.    
I speak politely to all my friends and elders.    
I feel shy to interact directly with unknown people.    
I get nervous and anxious when I ‘am around other people.    
I usually talk less in a group.    
Do you respect others in public place?    
I talk to myself infront of the mirror every day.    
2 Interpersonal skills I actively participate inside the classroom.    
I have problems in communicating with others.    
I always prefer to stay silent inside the classroom.    
Can you pay attention to someone who is talking?    
I love to play games in a group.    
Do you cooperate inside the classroom?    
I am introvert person with poor communication skills.    
I face problem during the class hours.    
I can’t keep friends for long time.    
I greet people when I meet them.    
3 Problem solving skills Regular opportunities will help to explore new abilities.    
I face problem to solve homework by my own.    
I feel shy to interact with others.    
Both theoretical and practical knowledge is important to solve a problem.    
I find hard to follow directions while walking alone.    
Do you face difficulty in making new friends?    
Is forgetful occurs in your daily routine activities?    
I find difficulty to pay attention towards an activity.    
Is your performance becoming better with daily practice?    
I am capable of doing task by my own effort.    
4 Conflict resolution skills I avoid getting involved in the complex situation.    
I actively listen to what others speak or talk.    
I start my day with positive thoughts.    
I defeat others in calculation tasks.    
Do you get angry or mad at others for any reason?    
I discuss my problems openly with my parents.    
I easily accommodate with others in community gatherings.    
I enjoy working in group rather than isolation.    
Do you have patience for completing any task?    
I try to control my emotions and behavior in any awful situations.    
5 Empathy and rapport skills I try to understand the feelings of others.    
Do you have ability to understand others emotions?    
I communicate well with my friends during any situation.    
I start my day by quarrelling with my siblings.    
I easily gain trust from others.    
I hesitate to help unknown people.    
I develop good rapport with my friends and teachers.    
Do you collaborate with your team for completing the task?    
I maintain eye contact with others while communicating.    
I connect easily to those who understand my emotions.    
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Similarly, out of 100 the remaining 10 marks was assessed based on student’s practical hands-on-training activities likewise- practicing activity worksheets, completing class assignments, and performing physical activity respectively.

Statistical analyses

Before analyzing the data sets, the authors’ examined the missing characters and analyzed the data through SPSS 21 version AMOS to find out the result of ANCOVA. A fragmented correlation was calculated through AMOS to estimate the structural equation model estimated χ2, CMIN, CFI, PCFI, NCP, FMIN, RMSEA, AIC, and ECVI (Kline, 2005).

Results

The analysis aimed at understanding the correlations between IIVBI and CIVBI with conventional approach on student’s with ID. Within this wide scope of improvement, the main focus was on several general aspects of children with MID who were attending day-care rehabilitation centres . Each selected areas was assessed with a specific self-made questionnaire and specific items were included to evaluate the weak aspect of the students through positive reinforcement. A series of one-way ANOVA was used to assess the individual and collaborative learning differences in various measures including the peer relationship, language acquisition, good manners, and social life of children with disabilities. The β level was set at 0.05 for all analyses.

Table 2 reveals the mean and standard deviation of the post-test of dependent variables of the experiment. The post-test mean and SD of the IIVBI group was (M = 37.09 & SD= 6.371), CIVBI group was (M = 41.76 & SD = 2.795), and the conventional group was (M = 15.73 & SD= 2.035). The Mean and SD of IIVBI and CIVBI were better than the conventional group. The result was supported by (Prater, 2012) which supports that; effective use of video self-modeling (VSM) improved individuals’ behavior as well as their academic skills.

Table 2.

Mean and Standard Deviation of IIVBI, CIVBI, and Conventional Group.

Intervention Mean SD N
IIVBI 37.09 6.371 33
CIVBI 41.76 2.795 33
CONVENTIONAL 15.73 2.035 33
TOTAL 31.53 12.120 99
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Table 3 reveals the effects of IIVBI, CIVBI, and conventional groups on learning performance. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on student’s after controlling the effect of pre-test, F (1, 95) =3.104, p=.081 and a significant difference was measured between the groups, F (2, 95) = 372.310 which means p < 0.05 and the result is significant to predict the outcome of the dependent variables. The null hypothesis is rejected and there existed significant effects of IIVBI and CIVBI over conventional approach on learning performance of children with MID. The pos-test score of adjusted R squared=.883 and the R squared=.887. The grand mean and estimates of the post-test model are evaluated at pre-test values = 12.21.

Table 3.

ANCOVA through Univariate analysis tests of Between-Subjects of Pre-Test and Post-Test score of Conventional, IIVBI, and CIVBI Group.

Source Type III Sum of Squares Df Mean Square F Sig.
Corrected Model 12766.550a 3 4255.517 248.305 .000
Intercept 2529.500 1 2529.500 147.593 .000
Pre-test 53.196 1 53.196 3.104 .081
Intervention 12761.520 2 6380.760 372.310 .000
Error 1628.137 95 17.138    
Total 112785.000 99      
Corrected Total 14394.687 98      
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aR Squared = .887 (Adjusted R Squared = .883).

However, the mean difference is significant at the .05 level and for the multiple adjustment comparisons, the researchers have applied Bonferroni. The F test is based on the linearly independent pairwise comparisons among the estimated marginal means respectively. This result was supported by the earlier researchers (Burton et. al 2013, Wilkes-Gillan and Joosten 2016), findings reveal several significant outcomes of using video-based instruction, video self-modeling, virtual learning, and computer games in the development and improvement of cognitive, language, and social skills for an individual with ASD. The effect of IVBI is significantly supportive to the learning performance and social skills development of children with ID.

Model 1 interactive video-based instruction

The Social Skills Test includes five areas of development that are considered as the main factors to succeed the obstacles by an individual within the societal norms to live a standard lifestyle. However, the model CMIN (NPAR= 34, CMIN/DF= 127.388 p<.05) and the baseline comparison (CFI .099 p < .05), parsimony–adjusted measures model (PRATIO .278 and PNFI .065 p< .05), NCP (117.388 p< .05), FMIN model (.643 p< .05) and RMSEA (.243 p< .05), AIC model (195.388 and 198.626 p< .05), and ECVI (.987 is < .05) was found significant.

Figure 3 illustrates the standard path-coefficient and fit indices of IIVBI and CIVBI, and conventional model. The fit indices suggested a good fit of data, χ2= (10, N = 99) =127.388, p < 0.05; CMIN/DF = 12.739, CFI=.099, PCFI=.028, NCP = 157.581, FMIN=.796, RMSEA (.243 p< .05), AIC (195.388 and 198.626 p< .05), and ECVI (.987 is < .05) of children with ID. Regarding the structural path, IIVBI instruction positively predicted basic communication skills (β=.24 p < 0.05), interpersonal skills (β=.18 p < 0.05).

Figure 3.

Figure 3.

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Confirmatory overall factor model of interactive video-based instruction.

Regarding the structural path of CIVBI, problem-solving skills (β=.23 p < 0.05), and conflict resolution skills (β=.08 p < 0.05), and empathy and rapport skills (β=.12 p < 0.05). However, the structural path-coefficient of the conventional approach negatively affects the basic communication skills (β=-.10 p < 0.05), interpersonal skills (β=−.04 p < 0.05), problem-solving skills (β=−.07 p < 0.05), conflict resolution skills (β=−.08 p < 0.05), and empathy and rapport skills (β=−.16 p < 0.05). It resulted that IIVBI and CIVBI training for children with ID have a significantly positive relationship with the development of social skills and negative relationships with the comparison group (See Figure 3).

Finally, a significant relationship was recorded with basic communication skills, interpersonal skills, problem-solving skills, conflict resolution skills, empathy, and rapport skills over the conventional approach. The author’s assumes that the performance of IIVBI and CIVBI training with ID children has a significant positive relationship with the development of social skills and negative relationships with the comparison group.

Overall characteristics of student’s performance

During the experimentation, the researchers have observed that students (performance levels) from all the three selected rehabilitation centres showed different characteristics while completing the task or any activity provided. Though the same questionnaires was provided but student’s strengths and weaknesses lead to define many levels of improvement and deficits. Among all the three rehabilitation centres the student’s in CIVBI group performed very well in all the activities related to their social skills development in comparison to IIVBI and conventional group and this was due to proper social skills training provided by the instructors in the CIVBI day-care rehabilitation centre. For e.g. whenever a particular video recording was played student’s from CIVBI group perform actively without any hesitation. While watching the video they repeat, pronounce, learn, and enjoy the session. It was due to the video-supported learning student’s mood automatically connects to their real life situation.

But, on the other hand, student’s from the IIVBI group perform the entire task at an average level with some additional help. For e.g. when an individual student was asked to do any activity level of insecurity was high for which additional support is required to complete the task. Some student’s enjoyed the video-supported learning and few student’s required proper instruction to understand the video lesson.

In addition, the student’s from the conventional group completed the entire task with support at every steps, which automatically reflects poor social skills among the student’s and this was due to lack of proper training provided to them when it was so required to survive in the community. But, overall performance of the student’s in both the experimental groups showed better result in comparision to conventional group. The major barriers includes; age group, level of understanding, learning disabilities, different behavioral issues, deficits in adaptive behaviour, personality traits, time management, and poor language skills (See Table 4).

Table 4.

Overall student’s characteristics and weakness showed during experimentation.

Groups Interventions Sample size With/Without help Characteristics Weakness
Rehabilitation I Individual interactive video-based instruction (IIVBI) N = 33
(M = 22
& F = 11)
6–19
years		 Both Dependent Average social skills
Not friendly Aggressive
Average learners Shy nature
Moderate language fluency Introvert
Functionality skills
Rehabilitation II Collaborative interactive video-based instruction (CIVBI) N = 33
(M = 18
& F = 15)
8–22
years		 When required Independent Shy nature (few student’s)
Curious  
Friendly
Confident
Active learners
Extrovert
Improved social skills
Language fluency
Improved functionality skills
Rehabilitation III Lecture cum discussion N = 33
(M = 16
& F = 17)
5–18
years		 With help Fully dependent Poor social skills
Slow learners Aggressive
  Emotional
  Introvert
Poor functionality skills
Language problem
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Discussion

Social skills are considered to be an integral part of daily life activity which helps an individual with or without IDs to function well in social settings. These skills are usually identified by observation based on certain underdeveloped social skills activities carried out by an individual. However, people with IDs suffered heavily due to these underdeveloped abilities to meet the necessary needs. Therefore, teaching social skills is an important task to promote more positive services for individuals with the ASD population (Walsh et al. 2018).

Summarising, the findings from rehabilitation centre I (IIVBI), the researchers reveal that student’s have actively participated in the entire experimental session that has been conducted during working hours. Here, every student was administered individually in a separate room. But, some student’s face difficulty in solving the provided worksheets because they hesitate to ask the questions query and do not interact face-to-face. However, with the proper intervention via IVBI the task provided to the children becomes easier for them to solve with or without help and this was supported by (Ledbetter-Cho et al. 2017, Charlop-Christy et al. 2000, Agran et al. 2002, and Hong et al. 2016).

The student’s from rehabilitation centre II (CIVBI), have participated more vigorously as compared to centre I and centre III. Here, the student’s were divided into groups to perform the activities provided by the researchers during the experimentation process. The prepared worksheets was provided together at a time, which creates a sound environment to solve the task by discussing, interacting, and understanding each other strengths and weaknesses. The researchers have observed that students in CIVBI showed more interest and curiousness to learn a new activity and this was supported by (Xin and Rieth 2001, Fteiha 2017, Zhang et al. 2006, Burton et al. 2013, Kagohara 2010, Mechling et al. 2002, Tuma 2021). Social skills can be taught via the learning by doing method with proper practice in a step-by-step manner. The process of repetitions will help the individual to solidify their social skills.

The researchers have observed that the student’s with MIDs from rehailitation centre III (conventional group) showed the least interest while performing the task during the experimentation, this was due to the absence of video session instead only lecture cum discussion was provided to the student’s to understand and complete the given worksheets and the result was supported by (Kemp and Carter 2002, Sukhodolsky and Butter, 2007, Adeniyi and Omigbodun 2016, Bremer and Smith 2004, de Bildt 2005, Hair et al. 2002). More help and additional instruction was required for the control group due to which time allotment was increased for completion of task. The main barrier was age group, poor social skills, and language problem. In contrast, (Bakken 2016) examined that children's with poor social skills faced various educational challenges which later find difficult to adjust in their natural setting.

Moreover, (De Bildt et al. 2005) suggest that communicative skills play a greater role to contribute changes in the existing situation for children with ID in overlooking their activities towards social involvement. Likewise, researchers like (Anderson and Kazantzis 2008, Maskey et al. 2014) study reveals that problem-solving skills are an effective measure to tackle mental depression in individuals with MID . Social skills play an active role in responding towards simple to complex adjustment and role development. The students who underwent training programs improved their social interactions in their loneliness experience (Margalit 1995). IVBI application allows the learners to rebuild the interest in learning the skills differently because it activates all the senses to perceive information and retained it for a longer duration of time.

Few studies results show that enrolling children with IDs in a formal school is not an adequate option because the common ability to interact with peer groups may be difficult for them, so proper interventions should be provided for their improvement. On the other hand, socially adequate individuals used their social interactions to reach or achieved their goals by having a proper mindset. Moreover, (Carter and Hughes 2005) recommend that effective social interaction helps in the development of good relations among the IDs with other peer groups. Incorporating working memory (WM) training into special school programs can help in improving social skills for persons with MID (Dučić et al. 2018). However, (Bremer and Smith 2004) observed that the role-playing technique is an effective way to help children with disabilities in building interest to practice regularly and later able to provide feedback by self.

Interactive computer play intervention helps in the treatment of motor development in a rehabilitation centre for children with disabilities (Sandlund et al. 2009). Similarly, (Cihak et al. 2010) suggests that video learning can be portable aid for student’s who learn a lesson in a general formal educational setting whereas traditional learning may not be as accessible. In contrast, (Plavnick et al. 2015) examined that video-based group instruction helps to teach novel social behavior to adolescents with ASD and ID within high school settings. In mainstream special educational settings, supportive learning strategies are functional in enhancing social recognition for MIDs children (Jacques et al. 1998).

In the previous studies, researchers have described variations of IVBI viz; video modeling, in vivo modeling, video self-modeling, video-based learning on the targeted groups. In addition, the multimedia program stimulates the ability of fluent reading and communication skills in IDDs children (Heimann et al. 1995). Students’ performance in an interactive video instruction environment achieved significantly better due to the exposure of learning materials in video formats than in the other settings (Zhang et al. 2006). Social skills can be learned or taught in a social environment with updated training programs with the help of some peer support or professional instructors respectively. Therefore, regular practice, repetition, and support to the student’s will encourage them to gain mastery and confidence of independence.

The present work findings will open doors for the researchers working in the field of special or inclusive education. According to the present scenario, VBI can enhance the life of learning among learners at all levels. Both IIVBI and CIVBI sessions were effectively helpful for the children with MID as compared to the conventional group in adopting and learning skills development. The obtained result will add new outcomes and possibilities of using IVBI in different areas of development for children with or without ID. Future research should target VBI interventions across a variety of populations among childrens with learning disabilities, behavioral disorders, and Attention deficit hyperactive disorder (ADHD).

Conclusion

This exploratory study offers an initial step towards incorporating the use of IVBI for children with MID. The student’s found it easier to relate and learn social skills activities through IVBI intervention. The findings reveal that the more skills were presented in activity form allows the children with MIDs to learn quickly and retain for a longer duration of time. However, a more clear possibility of improvement can be observed through depth research work and new strategies to be followed for understanding the behavior of children using activity-based learning. Therefore, further research should include several factors of development with the growing problems faced by the parents and teachers in dealing with the situations.

The use of mobile learning has also provided several opportunities ahead for institutions to develop social behavioral interaction i.e. communication skills among students with or without ID. The use of smartphone devices allows the children with ID to associate with other members in the particular social environment (Tentori and Hayes, 2010). Similarly, problem-solving activity is helpful for teachers to teach classroom skills in improving the behavior of MID students’ in formal settings (O’Reilly et al. 2002). Previous work results show that regular practice of social skills activities via online sessions will help the children with ID in reducing their suffering and anxiety levels respectively (Kandalaft et al. 2013). The present prevailing situation has forced everyone to be involved virtually i.e. accepting online learning (means of interaction) that will remain evident after the pandemic ends. Thus, due to the increasing demand, both online computer games and online education will start at an early age, and also expected to carry on even after the post-recovery.

The present study includes some limitations: Firstly, the samples collected for the present study are less in number as compared to the disability rate in the state of Assam, India, because selecting one portion of the area will not help in defining the entire problem of all the individuals suffering from different IDs. Secondly, the use of IVBI is relatively new in terms of measuring the effect of improvement in social skills activities among children with MID especially in Assam, India. Using specific interventions will not be applicable for all the children due to different behavioral problems. Thirdly, every special schools or rehabilitation centres must arrange well-structured information and communication technology (ICT) facilities, especially for the staff to work smoothly for students’ betterment. The treatment provided in a single setting may vary according to the level of disability that occurred in various settings for social skills training and may not be appropriate for every study. Lastly, only selected dimensions or sub-areas of social skills development were included for which the study may not be relevant for other important related areas.

Accordingly implications of the study highlights that while conducting a study with ID children's the researchers or practitioners can formally use activities like IIVBI and CIVBI with their student’s who have disabilities in adopting social skills development. Indeed, the presented work highlights the effectiveness of IVBI for training students with MID or without IDs in learning new skills. Similarly, further research is necessary to mitigate the challenges of using modern techniques in studying the social behavior of children with ID. Therefore, we recommend that teachers, parents, experts, and researchers associated with IDs should consider using IVBI to teach social skills and other functional skills to carefully monitored its effects on their performance. Finally, future studies should look at the usefulness of social skills training delivered through online face-to-face interaction and hands-on activity for the population who may particularly benefit from IVBI. However, technology has become more prevalent among youth learners, so further experimental support will maintain social skills improvement for individuals with ID who are seeking services.

Ethical approval

Ethical approval was obtained from the Department of Education, Assam University Silchar, and also from the selected three rehabilitation centres of Guwahati, Assam, India.

Acknowledgements

We would like to thank all the selected rehabilitation centres authorities and participants for cooperating calmly during the experimentation process. We would also like to thanked people who were associated with us and remained supportive throughout the entire work.

Funding Statement

The author(s) received financial support from Indian Council of Social Science Research (ICSSR), New Delhi for conducting the research.

Data availability statement

The data transparencies are available from the corresponding author upon reasonable request.

Disclosure statement

The authors declared no conflicts of interest with respect to the authorship, and publication of this article.

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Data Availability Statement

The data transparencies are available from the corresponding author upon reasonable request.

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