Abstract
This post is based on previous world studies on the use of iPads in teaching pupils with special educational needs. Previous studies have concluded that the iPad’s visual keyboard reduces the pupil’s graphical load (compared to the traditional keyboard of the computer) and positively compensates for partial deficits in areas of fine motoring. In the form of a pedagogical experiment, we tried to show the impact of the visual keyboard and QR codes on the work of pupils with an Internet browser in the inclusive school environment. What is more convenient for a pupil—working with a visual keyboard or working with QR codes and scanning the destination Internet address?
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Gybas, V., Klubal, L., Kostolányová, K. (2020). Visual Keyboards or QR Codes in an Inclusive School Environment. In: Huk, M., Maleszka, M., Szczerbicki, E. (eds) Intelligent Information and Database Systems: Recent Developments. ACIIDS 2019. Studies in Computational Intelligence, vol 830. Springer, Cham. https://doi.org/10.1007/978-3-030-14132-5_17
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DOI: https://doi.org/10.1007/978-3-030-14132-5_17
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