Visual literacy and learning: finding some online territories for the slow learner

Leishman, Donna

doi:10.1108/10748120410540472

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…For students with dyslexia it may potentially be beneficial to present an alternative “pictorial” representation of a concept or process (where this is possible) alongside a standard textual description in order to potentially assist in supporting reading difficulties. However, as Leishman (2004) commented the issue of visualising and developing an interesting animated on‐screen display is a substantial task.…”

Section: Literature Reviewmentioning

confidence: 99%

The use of animation in higher education teaching to support students with dyslexia

Taylor

Duffy²,

Hughes³

2007

Education + Training

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PurposeThe purpose of the research reported in this paper was to examine the potential usefulness of animated learning materials for supporting students with dyslexia in a UK higher education setting.Design/methodology/approachAn experiment was conducted with a set of 13 undergraduate computing students with dyslexia and a control group of 13 non‐dyslexic undergraduate computing students.FindingsOverall it appeared that appropriate animated learning materials were perceived as being more useful than equivalent static learning materials by both the students with dyslexia and the control group of non‐dyslexic students. However, the control group appeared to find them more useful than the students with dyslexia.Research limitations/implicationsAlthough the experiment reported in this paper was small in scale it did appear to indicate that animated learning materials may potentially be useful for undergraduate students with (and without) dyslexia.Originality/valueThere appears to have been little research done in the area of animated learning materials in a higher education setting and in particular with regard to students with dyslexia.

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Section: Literature Reviewmentioning

confidence: 99%

The use of animation in higher education teaching to support students with dyslexia

Taylor

Duffy²,

Hughes³

2007

Education + Training

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“…This is in line with one of virtues of digital media that "such individuals should be regarded as unique set of problems (and strengths) and as such no one education model or indeed one set of materials can cover all". Based on the above argument, [29] carried out a study to find online territories for the slow learner. She concluded that elements in digital storytelling can be utilized to win the slow learners situation.…”

Section: Concept Of Digital Storytelling In Learning By Doingmentioning

confidence: 99%

Developing Digital Storybook to Improve Children’s Language Learning

Fibriasari¹,

Baharuddin²,

Gultom³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Language learning is a crucial element in children's life. As the millennial generation, children nowadays cannot be separated from technology. Therefore, this study was aimed to develop a digital storybook to enhance children's language learning by applying Mayer's principles. This is a collaborative study between researchers from Indonesia and Malaysia. Seventeen children from both countries whose ages ranged from five to seven years old were recruited as the participants. Two experts in children pedagogy were also involved in this study to give feedback from the developed digital storybook. The participants were included in a series of User Experience (UX) Workshops. After the digital storybook has been developed, feedbacks from experts and users were gathered. It was found that this application can improve children language learning. They found new vocabularies and sentences. This digital storybook also introduces them to terms in nature since the stories are about environment. This application can be used by the children but with more interaction with parents and teachers to build more communication.

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“…For example, Wood (2003) showed that teachers can help students to use their perspectives as an important source of evidence for improving student achievement. Leishman (2004) used new techniques drawing on electronic media. He tried uncovering some online practices that encouraged a different type of educational dialogue between slow learners and teacher, a dialogue which could be useful in developing student confidence.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Underachievement in Elementary Schools in Kuwait

Al-Sahel

2005

School Psychology International

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This study focuses on teachers’ perceptions of the problem of underachievement in elementary schools in Kuwait. Five hundred and twenty elementary school teachers participated. Teachers thought that the main reasons behind the problem of under-achievement in school could be attributed to family factors. They also indicated that the most related problems to underachievement in school are reading difficulties and poor writing, homework negligence and daydreaming. However, teachers believed that they are able to help underachievers to become higher achieving students. Comparing teachers’ perceptions of underachievement, the results showed that there were no significant differences between male and female teachers. On the other hand, the results indicated significant differences between subjects according to the teachers’ length of experience and the locations of schools.

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Visual literacy and learning: finding some online territories for the slow learner

Cited by 4 publications

References 6 publications

The use of animation in higher education teaching to support students with dyslexia

The use of animation in higher education teaching to support students with dyslexia

Developing Digital Storybook to Improve Children’s Language Learning

Teachers’ Perceptions of Underachievement in Elementary Schools in Kuwait

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