Designing digital contents for the hard-of-hearing persons and its evaluation

开发了一个电子学习课程材料，它包括一个指示窗口，显示气球指示和演示，以及学习者复制演示操作的工作空间窗口。我们进行了一项实验来调查重听学生如何使用电子学习材料。实验记录了20名听力困难学生和20名听力正常学生在使用实验教材时的眼动情况。研究发现，有些参与者能够在没有充分利用气球说明或没有阅读说明的情况下完成任务。通过运用认知过程模型，即LICAI模型（基于理解的行动计划和指令采取的关联模型）进一步检验了这一结果，得出的结论是，那些在执行任务时没有阅读指令的人可能无法建立目标-行动联系，这是获取程序知识的关键，这些知识应该在与学习情境相似但不完全相同的情境中发挥作用。强烈建议程序性技能的电子学习材料必须包含迫使学习者在学习时建立目标-行动联系的机制。

An e-learning course material was developed, that consists of an instruction window, displaying balloon instructions and demonstrations, and a workspace window where the learners replicate the demonstrated operations. An experiment was conducted to investigate how hard-of-hearing students use the e-learning material. In the experiment, eye movements of 20 hard-of-hearing students and 20 normal-hearing students were recorded while they were using the experimental course material. It was found that there were participants who were able to accomplish the task without fully utilizing the balloon instructions, or without reading the instructions. The results were further examined by applying the cognitive process model, called LICAI model(LInked model of Comprehension-based Action planning and Instruction taking), leading to the conclusion that those who didn' t read the instructions when carrying out the task might fail to establish goal-action links, which are critical for acquiring procedural knowledge that should work in situations that are similar to, but not exactly the same as the learnt situations. It is strongly suggested that e-learning material for procedural skill must incorporate mechanisms that force the learners to establish goal-action links while learning.