The Effects of Captions on Deaf Students' Content Comprehension, Cognitive Load, and Motivation in Online Learning
The Effects of Captions on Deaf Students' Content Comprehension, Cognitive Load, and Motivation in Online Learning
复制标题
字幕对聋哑学生在线学习内容理解、认知负荷和动机的影响
DOI：
10.1353/aad.2011.0026
复制
发表时间：
2011
影响因子：
1
通讯作者：
Minjeong Kim
中科院分区：
文献类型：
--
作者：
J. Yoon;Minjeong Kim
作者考察了字幕对聋人学生在线学习内容理解、认知负荷和学习动机的影响。这项研究的参与者是62名聋哑的成年学生，他们的阅读理解能力有限，并且以手语为第一语言。参与者被随机分配到对照组和实验组。自变量为标题是否存在，因变量为内容理解、认知负荷和动机。本研究采用纯后测对照组设计。实验结果显示，两组学生在内容理解方面差异有统计学意义（t = -2.16, p < 0.05），但在认知负荷和动机方面差异无统计学意义。这些结果为聋人学习材料的改进提出了建议。
The authors examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group or the experimental group. The independent variable was the presence of captions, and the dependent variables were content comprehension, cognitive load, and motivation. The study applied a posttest-only control group design. The results of the experiment indicated a significant difference (t = -2.16, p < .05) in content comprehension but no statistically significant difference in cognitive load and motivation between the two groups. These results led to suggestions for improvements in learning materials for deaf individuals.
语言少数群体儿童第一和第二语言词汇知识的发展：来自单一语言和概念分数的证据。
影响因子：
2.2
作者：
Goodrich,JMarc;Lonigan,ChristopherJ
通讯作者：
Lonigan,ChristopherJ