INTERACTIVE LEARNING DESIGN FOR CHILDREN WITH SPECIAL NEEDS: IMPROVING EVERYDAY COMMUNICATION THROUGH TECHNOLOGY ENHANCED COURSEWARE

Jarumon  Nookhong; Nutthapat  Kaewrattanapat; Phachaya  Chaiwchan

Jarumon Nookhong Digital Innovation Management, Faculty of Science and Technology, Suan Sunandha Rajabhat University, Bangkok, Thailand
Nutthapat Kaewrattanapat Digital Innovation Management, Faculty of Science and Technology, Suan Sunandha Rajabhat University, Bangkok, Thailand
Phachaya Chaiwchan Digital Innovation Management, Faculty of Science and Technology, Suan Sunandha Rajabhat University, Bangkok, Thailand

Keywords: interactive courseware, special needs education, ux/ui

Abstract

Abstract— This study aims to design and develop interactive courseware for children with special needs to enhance their everyday communication skills . Using the ADDIE instructional design model, the research followed five stages : Analysis, Design, Development, Implementation, and Evaluation . The case study was conducted at Watchaiyaprucksamala School, Bangkok, in an inclusive classroom setting. The courseware was designed to stimulate communication development through multimedia -based content, including graphics, animations, voiceovers, and interactive assessments . The courseware’s content focused on real -life scenarios to help learners apply communication skills in daily contexts. The research involved nine students with special needs and incorporated pre - and post-learning assessments to measure learning achievement. Evaluation criteria followed the 80/80 standard. The results indicated an efficiency of 85.56/86.67 (E1/E2), exceeding the targeted criteria. Expert evaluations from seven professionals in special education and UX/UI design showed a high level of satisfaction (mean = 4.07, SD = 0.69). These findings confirm that the interactive courseware effectively supports communication skill development and promotes learner engagement. The study recommends further improvements in visual design and incorporating auditory repetition to enhance learning retention. This research contributes a practical model for instru ctional design tailored to children with communication difficulties, suggesting significant implications for inclusive education and personalized learning technology.