Development and Validation of a Mobile Phone Photography Training Program (MobileGraphy) to Enhance Visual Perception Skills in Children with Specific Learning Disabilities

Abstract

Background: Visual perception is a fundamental cognitive skill that significantly impacts the learning processes of children with specific learning disabilities (SLD). This study aimed to develop and validate a training program leveraging mobile phone photography to enhance the visual perception skills of children with SLD. Methods: This study utilized a mixed-methods design, combining qualitative and quantitative approaches. The qualitative phase involved semi-structured interviews with 13 university faculty members specializing in SLD, art, and photography from public and private universities in Borazjan, Iran. Participants were selected purposively, and data were collected until theoretical saturation was achieved. The quantitative phase employed a quasi-experimental design with pre-test, post-test, and follow-up assessments, incorporating a control group. The research population comprised 30 primary school children with SLD in Borazjan, selected via purposive convenience sampling. The Frostig Developmental Test of Visual Perception (1963) was used as the data collection instrument for the quantitative phase. The qualitative data were analyzed using a three-stage coding process (open, axial, and selective), while quantitative data were analyzed using repeated measures ANCOVA. Results: The analysis of the qualitative data revealed four critical components for the mobile photography training program: (1) foundational instruction in mobile phone photography, (2) strategies to enhance motivation and create cognitive challenges, (3) development of visual perception skills, and (4) development of attention skills. Quantitative findings demonstrated that the program yielded a significant and sustained positive effect on improving visual perception in children with SLD. Conclusion: The mobile phone photography training program (MobileGraphy) offers a practical and effective intervention for enhancing visual perception skills in children with SLD. Its integration into educational settings can effectively support their cognitive development.

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