Design of e-learning courseware for hearing impaired (HI) students

Saud, Siti Fatimah; Nasruddin, Zan Azma

doi:10.1109/iuser.2016.7857973

Cited by 9 publications

(9 citation statements)

References 8 publications

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“…In general, e-learning courseware provides an effective way of teaching. A courseware interface for HI children was designed [25]. Data was collected from teachers and children for designing a new interactive interface.…”

Section: Related Workmentioning

confidence: 99%

“…In References [18,19], the learning of alphabet signs was provided in MSL and BSL. In References [25,27], applications were developed to assist deaf students to learn alphabets and numbers. Reference [21] only focused on helping deaf students to learn numbers.…”

Section: Related Workmentioning

confidence: 99%

“…References [20,22,23] provided the assistance for improving reading skills and for learning the signs of objects of daily use. Except for References [19,25,27], no one took feedback from the deaf students. Most of the studies mentioned in this section replicated learning in ASL, LGP, BSL,and MSL that had signs/symbols different from that of PSL.…”

Section: Related Workmentioning

confidence: 99%

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Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

et al. 2019

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Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

et al. 2019

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“…A. (2018) (Aziz et al, 2011;Saud & Nasruddin, 2016;Dawis, 2013;Gunawan & Salim, 2013). Several other researchers have also tried to develop interactive media for subjects such as (1) Effendi (2016) who has developed interactive learning media for science learning, and (2) Marzal (2014) who has developed interactive media for English lessons.…”

Section: Discussionmentioning

confidence: 99%

“…For hearing-impaired students, the problem will become even more complex due to hearing loss (Tanridiler, 2015). Some barriers to learning for hearing-impaired students include: weakness in accessing information (Rapin, 1986;Nunes & Moreno, 2002), limited communication with other teachers/students (Saud and Nasruddin, 2016;Chen, 2014) and low learning motivation because they feel they are not comfortable and sometimes frustrating in expressing ideas/questions (Liu et al, 2006).…”

Section: Introductionmentioning

confidence: 99%