Abstract- This paper investigates the role of the scientific signs
in the holy Quran in improving the creative thinking skills for the deaf children using multimedia. The paper investigates if the performance made by the experimental group’s individuals is statistically significant compared with the performance made by the control group’s individuals on Torrance Test for creative thinking (fluency, flexibility, originality and the total degree) in two cases:
1. Without considering the gender of the population. 2. Considering the gender of the population.
Creative thinking is one of the important needs to develop through our life because it’s one of the things that humans will ever have a monopoly on. Several methods have been identified for producing creative results. Here are the five classic ones: Evolution, Synthesis, Revolution, Reapplication, and Changing Direction. With Synthesis method, two or more existing ideas are combined into a third, new idea [1].
Multimedia applications may be used for such diverse purposes as entertainment, education, commerce, communications (e.g. video-conferencing), and even art. For educational process Multimedia applications are very important issue. By using multimedia component in a systematic and structure manner we can get greater understanding and improve the traditional ways in education.
The most advantage of using multimedia is an increased naturalness of interaction. This naturalness can stem from different sources [2]. Furthermore, some argue that redundancy, either in terms of multiple output media or multiple input devices, can make interaction more natural [3, 4]. A Testple in our paper we use multimedia components (video, animation, pictures, gestures) as a mean of communication for deaf children to explain the meaning of verses of the Quran and explain the scientific signs in the selected verse. Second, new types of media and media combinations can improve naturalness through an increased
depth in the information that is communicated to the user, for Testple using gestures to explain the scientific terms information about human body. This allows the users to take advantage of the ability to attend to more than one stimulus at a time [5, 6].
In this paper we apply the Synthesis method through combining the scientific signs of the Quran in the human body and multimedia components such as: sound, video, text, animation, pictures, and gestures that are useful for deaf children.
II. EARLIER STUDIES
Rangel [7] created the digital video dictionary and aimed through it at improving the skills of fluency for the hearing-impaired students, letting them acquire new vocabularies and improving their reading and writing skills. This program included texts, pictures and video animations. Through this study, each student took part in building the dictionary on the computer through his/her journalistic interviews. This program was applied on a sample of hearing-impaired people consisted of 12 students where pre and post measures were made. The following results were reached in this program: the dictionary reduced the anxiety when reading and writing among hearing-impaired students, allowed them to effectively participate in improving the fluency skill, gave them the opportunity to acquire new communications skills and enhanced their self- confidence in using the modern technology in education.
Abdulmutaleb [8] had a study for the students of the elementary stage. This study aimed at discovering the relation between the creative thinking abilities of the hearing-impaired students and their chronological and mental age. The study consisted of 400 students (males and females). The researcher used Torrance Test for creative thinking (B) and the photographed cleverness test for measuring the skills of fluency, flexibility and originality. The results showed that there were statistically indicated differences between the classes. Those differences were in the side of the upper classes in the skills of creative thinking.
Kaplan [9] has a study which aimed at following up the effectiveness of technology (computer) in developing knowledge experiences of the hearing-impaired people. This
study consisted of a sample of school students (the first and the eighth classes). The researcher employed many suggested computer programs on that sample to know the importance of using technology in developing the knowledge experiences of the hearing-impaired people. The study reached to the confirmation that the technology methods positively affect in enriching the developing of knowledge experiences of the hearing-impaired people. This study also came up with many recommendations contributing in building computer programs within the criteria that goes with the nature of the hearing-impaired people.
Passing and Eden [10] has a study aimed at following up the effectiveness of the computers in developing the creative thinking of the hearing-impaired children. This study comprised 60 students divided into two groups. The first group consisted of 44 students which was also divided into two groups; the control and the experimental ones. The second group consisted of 16 normal children represented a second control group. The experimental group was subject to the three dimensions computer games. As for the first control group, it was subject to two dimensions computer games while the second control group was not subject to any training program. The program lasted for three months. The two researchers used Torrance Test for creative thinking; the shape picture as pre and post tests for the two groups. The results indicated that there were statistically- indicated differences in the side of the performance of the experimental group. The results also showed that there was a slight difference in the ability of creative thinking in comparison with the normal children representing the second control group.
There are several multimedia programs that present the scientific signs in the Quran. The photographed science of the Holy Quran [11] is a program that presents some verses and explains the scientific signs in the Holy Quran in the following fields: food, natural phenomenon and space. This program is supported by pictures, videos and texts. Another program is The series of scientific miracles in the Holy Quran [12]. This video program dealing with aspects of the scientific signs of the human, animal, plants, astronomy, earth, sea, health and insects.
Although there are several reported approaches in the literature that handles using multimedia for targeting the deaf children, none of these approaches using the scientific signs of the Holy Quran as the main tool for improving creative thinking skills (fluency, flexibility, originality and total degree).
III. METHODOLOGY
For achieving the goals of this study, a sample was taken from Al-Rajaa School in Jordon for deaf children. The number of this sample was 60 students (males and females). They were all divided randomly into two groups; one of which was the control group and the other was the experimental one. The number of each group was 30 students. The computerized program of the scientific signs in the Holy Quran was employed for the individuals of the experimental group for eight weeks. The same program was employed as a script for
the individuals of the control group. To measure the role of the computerized program of the scientific signs in the Holy Quran, the Torrance Test for the creative thinking was employed for the two groups prior to implementing the program as a preceding-test, and as a subsequent test after its being employed for the two groups.
To answer the questions introduced in the study, the averages and the measuring curves of the performance made by the two groups were calculated according to the results emerged from both the preceding and the subsequent tests.
To know whether there is a statistically-indicated difference on the point (0.05 � �) between the averages of the two groups of the study, the Analysis of Covariance (ANCOVA) was employed [13].
IV. IMPLEMENTAION
An Object Oriented approach was used to implement the multimedia program used for improving the skills for the deaf children. Figure 1 shows the subsystems used in the Quran scientific signs program and Figure 2 shows the UML class diagram for the same program. The following software tools were used in the development phase: Macromedia Director v8.5, Macromedia Falsh 5.0, Sound Recorder, Movie Maker, VCD Cutter v3.0, Image Styler v7.0, Jasc Animation Pro v7.0, Quick Time v5.0.1, Real One Player 2.0, and SPSS 13.0.
V. STATISTICAL ANALYSIS
The first question we are addressing in this study is there any statistically-indicated difference between the performance of the experimental group individuals and the performance of the second control group individuals according to Torrance Test for creative thinking in which the implementation of the computerized Holy Quran is referred. The averages and measuring curves are calculated on the dimensional measurement of all experimental and control group individuals. The results are shown in Table 1.
As shown in table 1, the average of the experimental group on the skill of fluency is )12.19( while the average of the control group on the same skill is )10.89( . The average of the performance of the experimental group on the flexibility skill is )10.00( while the performance of the control group on the same skill is )8.38( . It is also shown in the table that the average of the performance of the experimental group on the skill of originality is )5.39( while the average of the performance of the control group on the same skill is )4.43( . As for the total degree, the average of the performance of the experimental group reached )27.58( and the average of the performance of the control group on the total degree reached
)23.71( . It is noticeable that there is a difference between the
average of the performance of the experimental and the control groups. To verify this statistically, ANCOVA was used. Table 2 shows the result of ANCOVA in the performance of the experimental and control groups on the creative thinking test for the fluency, flexibility, originality and total degree skills.
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Figure 1: The subsystems used in the scientific signs of the Quran program
Figure 2: UML class diagram for the scientific signs of the Quran program.
Table 1: The averages and measuring curves calculated on the dimensional measurement of all experimental and control group individuals according to Torrance Test for creative thinking
Field Difference
SourceFreedom degrees
Squaresaverage F Indication
Fluency
ANCOVA 1 1764.382 24.042 0.000 Groups 1 3482.784 47.457 0.00 Error 57 73.38 Total 59
Flexibility
ANCOVA 1 114.096 36.03 0.00 Groups 1 16.96 5.316 0.00 Error 57 3.46 Total 59
Originality
ANCOVA 1 36.221 9.715 0.000 Groups 1 1.516 0.406 0.54 Error 57 3.728 Total 59
Total degree
ANCOVA 1 3829.767 34.183 0.00 Groups 1 3934.033 35.114 0.00 Error 57 112.03 Total 59
Table 2: The results of ANCOVA of the performance of the experimental and control groups on Torrance Test for creative thinking: (fluency,
flexibility, originality and total degree). As shown in table 2, the differences between the
experimental and control groups did not reach the point of statistical indication in the field of originality where the calculated F value )0.406( does not form an indicator in the point )0.05( or less while in the (fluency, flexibility and total degree fields), the differences reached the point of statistical indication where the F value is (47.457, 5.316, 35.114). According to the averages table, the average of the experimental group is higher than the average of the control group which indicates that the differences are in the side of the experimental group and assures that there is a significant role of the computerized program of the scientific signs of the Holy Quran.
To answer the second question if there is any statistically- indicated difference in the performance of the experimental group and the control group on Torrance Test for creative thinking which forms the interaction between the program and the gender, the interactive averages and curves are calculated on the dimensional measurement for all the individuals of the experimental and control groups as shown in table 3.
The results shown in table 3 indicate that there are differences in the averages of the two experimental and control groups. The average of the performance of the experimental and control groups on the skill of fluency for males is )12.08( and for females is )12.30( while the average of the control group is )10.46( for males and for females is
)11.32( . As for the flexibility skill, the average of the performance of the males is )9.91( and for the females is
)10.09( while the average of the control group for males is )8.26( and for the females is )8.50( . As for the originality skill,
the average of the males’ performance is )5.33( and the females is )5.45( while the average of the control group is
)4.46( for males and for females is )4.41( . The total degree for the males’ performance in the experimental group is )27.32 (and for the females is )27.84( while the males’ performance in the control group is )23.19( and for the females is )24.23( . It is noticeable that the males’ and females’ averages of performance in the experimental group are higher than the average of performance scored in the control group.
Field Gender Experimental Control
Average Curve Average Curve
Fluency
Males
12.08 3.54 10.46 2.34
Females
12.30 3.04 11.32 2.95
Flexibility
Males
9.91 2.33 8.26 2.74
Females
10.09 1.75 8.50 2.51
Originality
Males
5.33 2.57 4.46 1.68
Females
5.45 1.73 4.41 1.78
Total degree
Males
27.32 7.90 23.19 6.24
Females
27.84 4.85 24.23 6.75
Table 3: Interactive averages and curves for the experimental and control groups on Torrance Test for creative thinking.
Table 4 shows the indication of the previous differences by
using ANCOVA. This table shows the results of the bilateral common analysis to make sure that there is a difference in the performance between the individuals of the males and females in the experimental group and the performance of the individuals of the males and females of the control group on the test of creative thinking.
As shown in table 4, there are statistic-indicated differences in the point ( 0. 05 � �) to the program value (0. 05 � �) of the program variable, where the value of F for the fluency, flexibility and the total degree reached (44.169, 4.762, 32.434) which forms an indicator on (0.05 � �) between the average of the performance of the experimental group and the average of performance of the control group on Torrance Test for creative thinking and the skills of fluency, flexibility and the total degree. This difference is in the side of the experimental group.
As for the skill of originality, the differences do not reach the point (0.05 � �) of the statistical indication while the results in table 4 indicated that there is no statistical indication difference on the point (0.05 � �) to gender variable upon implementing the program where the value of F which resulted from ANCOVA is (0.611, 0.34, 0.15, 0.73). Those values are not statistically -indicated ones on the point (0. 05 � �) between the average of the performance made by the males’ individuals of the experimental group and the average
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of the performance made by the females’ individuals in the same group on Torrance Test for creative thinking. When comparing the averages from table 3, we notice that the average of the performance between the males and females is close.
As for the interacting between the gender and the experimental treatment variables, the statistical value of F reached between the skills of creative thinking and the total degree and between the gender variable is (0.30, 0.091, 0.28, 0.32) and all of which are not statistically-indicated difference on the point (0.05 � �). Thus, there is no relation between the skills of creative thinking and the total degree and between the genders variable on the performance of the sample individuals upon implementing the creative thinking Test.
Field
Difference source
Freedom degrees
Square average
F
Indication
Fluency
ANCOVA
1
1608.762
21.939
0.000
Groups
1
3238.862
44.169
0.000
Gender
1
44.835
0.611
0.58 Groups a× Gender
1
22.070
0.30
0.58
Error
55
73.32
Total
59
Flexibility
ANCOVA
1
108.045
30.349
0.000
Groups
1
15.137
4.762
0.300
Gender
1
1.242
0.34
0.55 Groups a × Gender
1 .
325
0.091
0.76
Error
55
3.56
Total
59
Originality
ANCOVA
1
35.899
11.353
0.001
Groups
1
1.137
0.359
0.57
Gender
1
0.49
0.15
0.69 Groups a× Gender
1
0.91
0.28
0.59
Error
55
3.16
Total
59
Total degree
ANCOVA
1
3580.230
31.875
0.00
Groups
1
3642.991
32.434
0.00
Gender
1
82.452
0.73
0.51 Groups a× Gender
1
36.687
0.32
0.57
Error
55
112.32
Total
59
Table 4: The results of ANCOVA in the performances between the average of the training program and gender is shown according the creative thinking
(fluency, flexibility, originality and total degree).
VI. BENEFITS OF USING THE SYSTEM
Using the system developed in this research in educating the deaf children has the following advantages:
1. This system increases the opportunities and the possibilities of communication and interactions between the deaf children and the computer. They can start or stop the show anytime and can also move to any piece of information they want to repeat any part of it.
2. The program presented the scientific signs in the human body in a very interesting and flexible manner. The pictures and videos accompanied by it enable the user to build his / her actual imagination from what s/he learnt. It also compensates the deaf children through using the visual effects.
3. The educational program opens the door for everyone to interact and work in accordance with his / her ability.
4. The program also contributes in raising enthusiasm among users and motivating their interest for the subjects introduced in this program especially the deaf ones as it creates positive attitudes for them towards the computers.
5. The computerized educational program will organize the possibilities of deaf user learning as part of persons with little abilities.
6. The program saves teachers’ time and effort in explanation. This time and effort can be utilized in helping the deaf user individually.
7. The usage of voice in this project increases children’s interaction with the program. It also helps the partially deaf persons to utilize their ability to understand what is said or mentioned in the program.
8. The program helps children getting rid of fear, hesitation and shame during the learning process where the show can be repeated more than one time as well as enabling them to understand missed or implicit information. This method is better than saying the information in the traditional way by the teacher as many students become hesitant in asking the question.
9. The program contributes in developing the ability of the deaf people for the scientific terms and concepts where they face problems in understanding those terms.
V. CONCLUSIONS
The children with hearing difficulties are considered to be one of the most important categories in the society that needs to have its linguistic skills developed and to have its understanding of the scientific terms improved. This development and improvement can’t be achieved without directly connecting this category with the heard universe.
This research paper discusses the influences of the scientific signs in the Holy Quran in improving the skills of creative thinking for the deaf children. The system used in this research is unique in using the scientific signs in the Holy Quran to serve the people of hearing difficulties as a category that requires special educational, psychological and social needs.
Since a computer-based learning has many features one of which is creating a simultaneous feedback, this system serves both students and teachers in providing the mutual reaction between the user and the computer. This program also contributes in increasing the learners’ self-confidence and developing a positive self-conception and provides an
THE EFFECTS OF EDUCATIONAL MULTIMEDIA 407
educational environment closer to the real educational situation.
The results showed that there are statistically-indicated differences on the point (0.05 � �) between the averages of the students’ performance according to the Torrance Test and skills: (fluency, flexibility and the total degree). Those differences referred to the employment of the computerized system of the Holy Quran. The results are in the side of the experimental group on the skills of fluency, flexibility and the total degree while the differences between the two groups in the skill of originality are less than the point (0.05 � �).
Also, the results showed that there are no statistically- indicated differences on the point (0.05 � �) between the averages of the males’ and females’ performances according to the Torrance Test for creative thinking and its three skills. The results also showed that there is an interaction between the computerized program of the Holy Quran and the gender factor of the creative thinking and its three skills on the point (0.05 � �).
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