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Comparing the Social Validity of SAFMEDS to Flashcards Using Quizlet
Calahan, Joanna
Calahan, Joanna
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Abstract
Social validity is the measurement of the consumer’s passive feedback and directly observed behaviors which are assessed to better understand why some behavior change programs are more preferred than others (Carr et al., 1999; Ferguson et al., 2019; Schwartz & Baer, 1991; Wolf, 1977). Previous research has assessed indices of happiness and unhappiness as a proxy measure of private events (e.g., happiness or unhappiness; Broom, 2007; Green et al., 1997; Green & Reed, 1996; Green & Reid, 1999); however, there is little research assessing indices of happiness and unhappiness during implementation of a Precision Teaching strategy. Although current literature has demonstrated the efficacy of differentiated SAFMEDS protocols, low social validity scores have been reported within the higher-education setting. Digital learning utilizing Precision Teaching methodology has been explored for over fifty years yet there is little research assessing the use of SAFMEDS on an online learning platform such as Quizlet. The aim of this study was to extend previous SAFMEDS studies and address gaps in the SAFMEDS literature by comparing the social acceptability and effectiveness of digital SAFMEDS versus digital flashcards. The results of the current study suggest digital SAFMEDS and digital flashcards may produce similar learning outcomes as well as high social validity for both methodologies with digital SAFMEDS being slightly more preferred. Although the social validity outcomes suggested a higher preference for the digital SAFMEDS deck relative to the digital flashcards, more research is needed to better understand the social validity of digital SAFMEDS.
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Date
2024-05-31
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University of Kansas
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This item contains archived web content.
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1044735_1.pdf
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Keywords
Behavioral sciences, affect, Precision Teaching, Quizlet, SAFMEDS, Social Validity