The Effects of Genially-Based Interactive Media through Flipped Learning on Literacy and Writing Skills of Students with Autism Spectrum Disorder

Authors

  • Fatin Nadifa Tarigan

    English Education Department, Universitas Pembinaan Masyarakat Indonesia, Medan 20214, Indonesia
  • Alwi Fahruzy Nasution

    Department of Physical Education, Health, and Recreation, Universitas Pembinaan Masyarakat Indonesia, Medan 20214, Indonesia
  • Fikriyah Iftinan Fauzi

    Psychology Department, Universitas Medan Area, Medan 20217, Indonesia
  • Siti Aminah Hasibuan

    English Education Department, Universitas Pembinaan Masyarakat Indonesia, Medan 20214, Indonesia
  • Assa Jidah

    English Education Department, Universitas Pembinaan Masyarakat Indonesia, Medan 20214, Indonesia
  • Alkisah Ikhlas Halawa

    English Education Department, Universitas Pembinaan Masyarakat Indonesia, Medan 20214, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i12.11845
Received: 22 August 2025 | Revised: 7 November 2025 | Accepted: 10 November 2025 | Published Online: 29 December 2025

Abstract

This study explored the impact of Genially-based interactive media, when integrated into a flipped learning model, on the literacy and writing skills of middle school students with Autism Spectrum Disorder (ASD). A quasi-experimental design was employed, using pre-test and post-test control groups to examine learning outcomes. The participants consisted of 18 students with ASD, divided evenly into an experimental group (n = 9) and a control group (n = 9). Students in the experimental group were provided with literacy and writing instruction through interactive Genially modules delivered in a flipped classroom format, which allowed them to engage with materials before class and participate in teacher-facilitated activities during class. In contrast, the control group received instruction using traditional, teacher-centered methods. Literacy outcomes were evaluated across four domains: spelling accuracy, handwriting fluency, sentence construction, and guided composition, using standardized rubrics designed for special education contexts. To assess treatment effects while accounting for baseline differences, data were analyzed using Analysis of Covariance (ANCOVA). The results demonstrated that students in the experimental group showed significantly greater improvement compared to the control group. Specifically, the experimental group achieved average gains of 32% in spelling accuracy, 28% in handwriting fluency, 35% in sentence construction, and 30% in guided composition. These findings suggest that the integration of Genially-based interactive media within flipped classrooms provides a promising approach for enhancing both foundational and expressive literacy skills among students with ASD. The study underscores the pedagogical value of multimodal, digital, and gamified tools, recommending their wider application in special education.

Keywords:

Digital Media; Flipped Learning; Genially; Literacy; Writing; Autism

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How to Cite

Tarigan , F. N., Nasution, A. F., Fauzi, F. I., Hasibuan, S. A., Jidah, A., & Halawa, A. I. (2025). The Effects of Genially-Based Interactive Media through Flipped Learning on Literacy and Writing Skills of Students with Autism Spectrum Disorder. Forum for Linguistic Studies, 7(12), 1957–1968. https://doi.org/10.30564/fls.v7i12.11845

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Vol. 7 , Iss. 12 (December 2025): In progress

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Copyright © 2025 Fatin Nadifa Tarigan , Alwi Fahruzy Nasution, Fikriyah Iftinan Fauzi, Siti Aminah Hasibuan, Assa Jidah, Alkisah Ikhlas Halawa

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.