Multimedia learning and the Internet: ensuring accessibility for people with learning disabilities
Multimedia learning and the Internet: ensuring accessibility for people with learning disabilities
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多媒体学习和互联网：确保学习障碍人士的无障碍
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Jan Krewinkel
中科院分区：
文献类型：
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作者：
Peter Zentel;Maria Opfermann;Jan Krewinkel
计算机和互联网作为信息检索和娱乐的来源已经变得越来越重要。基于网络的环境允许结合不同的代表性代码和解决不同的感觉方式，这可能对有特殊需求的用户特别有益（例如：盲人或有阅读和书写障碍的人）。我们的研究调查的代表格式是有益的，以促进识别和理解的学习障碍的用户。作为因素，我们改变了形态（视觉，视觉+听觉）和codality（文本，文本+图片）方面，这导致了一个2×2的设计，而视觉信息是通过符号来呈现的。因变量是第一项研究中的识别和理解评分，第二项研究中的回忆表现。参与者是来自特殊教育需要学校的学生。我们的研究结果表明，用户的利润主要来自附带符号的信息。这符合我们的预期，因为研究表明，只有少数学习障碍的学习者能够以有意义的方式处理书面语言。结果进行了讨论，其影响的方式，使基于Web的环境更方便残疾人用户。
Computers and the Internet as sources of information retrieval and entertainment have become increasingly important. Web‐based environments allow for combining different representational codes and addressing different sensory modalities which might be especially beneficial for users with special needs (eg. for blind people or for people with reading and writing disabilities). Our studies investigated which representational formats are beneficial to foster recognition and understanding of users with learning disabilities. As factors, we varied modality (visual, visual + auditory) and codality (text, text + pictures) aspects which led to a 2×2 design, whereas visual information was presented by means of symbols. Dependent variables were ratings of recognition and understanding in the first study and performance on recall in the second study. Participants were students from schools for special educational needs. Our results show that users profit mostly from auditorily presented information accompanied by symbols. This is in line with our expectations because research shows that only a few learners with learning disabilities are able to process written language in a meaningful way. The results are discussed with respect to their implications for ways to make web‐based environments more accessible to disabled users.