An E-Learning Environment Embedded with Sign Language Videos: Research into Its Usability and the Academic Performance and Learning Patterns of Deaf Students

Autor/inn/en	Mohd Hashim, Mohd Hisyamuddin; Tasir, Zaidatun
Titel	An E-Learning Environment Embedded with Sign Language Videos: Research into Its Usability and the Academic Performance and Learning Patterns of Deaf Students
Quelle	In: Educational Technology Research and Development, 68 (2020) 6, S.2873-2911 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tasir, Zaidatun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09802-4
Schlagwörter	Electronic Learning; Sign Language; Deafness; Video Technology; Usability; Academic Achievement; Performance Based Assessment; Learning Processes + Suchen Sie Ihr Suchwort? Gebärdensprache; Gehörlosigkeit; Taubstummheit; Schulleistung; Leistungsermittlung; Learning process; Lernprozess
Abstract	This research investigates the usability of an e-learning environment that is embedded with sign language videos and deaf students' related academic performances and learning patterns. A mixed-methods research design was utilized, which involved the use of a usability questionnaire, performance tests, learning activities, e-learning log data, and interviews. The results revealed that the deaf students showed a moderate level of e-learning usability. However, there was a statistically significant difference in the performance tests, and the treatment used had a large effect on the deaf students' performance. Through decision tree analysis, eleven learning patterns emerged based on the three increment categories of the deaf students' performance. Briefly, the deaf students who achieved the best performance increment category were those who accessed the sign language videos more frequently compared to other deaf students. The findings and implications are further discussed, and possible future studies are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01