- Title
- Guidelines for and evaluation of the design of technology-supported lessons to teach basic programming principles to deaf and hard of hearing learners: a case study of a school for the deaf
- Creator
- Wassermann, Ulza
- Subject
- Deaf -- Education
- Subject
- Hearing impaired children -- Education Computers and people with disabilities Communication devices for people with disabilities Information technology -- Education
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- MIT
- Identifier
- http://hdl.handle.net/10948/36347
- Identifier
- vital:33925
- Description
- Deaf and Hard of Hearing (DHH) learners are part of a diverse population with unique learning challenges, strengths and needs. Learning material should be developed specifically for them to provide for their needs and capitalise on their strengths. These materials should include visual material and strategies as well as sign language. Furthermore, DHH learners have the same capacity for learning as hearing learners. However, in South Africa, DHH learners do not have adequate access to training in computer-related subjects, and therefore no material exists that has been developed specifically for DHH learners who want to learn a programming language. This research provides guidelines on the way technology-supported lessons can be designed to teach basic programming principles using the programming language Scratch, to DHH learners. Provision was made for the South African context where limited technology is available at most schools for DHH learners, but where most educators have access to Microsoft Office applications – specifically MS PowerPoint. Two goals were pursued. The primary goal of this research project was to determine the user experience (UX) of the participants (both learners and educators) during and after using and attending the technology-supported lessons. This was achieved through a case study. Four UX evaluation elements were evaluated in this project. They were: usability, accessibility, emotional user reaction, and hedonic aspects. Questionnaires, semi-structured interviews as well as participant-observation were used to determine the UX of participants. The UX evaluation provided sufficient evidence to claim that UX of participants was satisfactory, and therefore the guidelines that were developed to create technology-supported lessons to teach basic programming principles to DHH learners were appropriate. The secondary goal was to develop guidelines for the design of technology-supported lessons to teach programming to DHH learners, and to apply these guidelines to develop a high-fidelity, fully functional prototype – a set of technology-supported lessons. This was achieved through a prototype construction research strategy. The lessons consisted of two vocabulary lessons and one programming lesson. The words that were taught in the vocabulary lesson were either terms appearing in the interface of Scratch, or words needed in the explanation of programming principles and Scratch context. The programming lesson (a PowerPoint slide show) was a guide for the educator to present the content in a logical way, and not to leave out important information. It used multimedia techniques (colour, pictures, animation) to explain programming concepts, and to display the tasks to be completed to the learners, so that they could remember the sequence of the steps. Practical strategies have been included in the guidelines to address the learning challenges DHH experience in the following areas: Comprehension skills, application of knowledge and knowledge organisation, relational and individual-item orientations, metacognition, memory, distractibility. The guidelines referred to techniques and principles that can be followed to design the interface and navigation tools of a technology-supported lesson; enhance communication with DHH learners, and provide support for them to work independently; specify the educator’s role and attitude when facilitating or presenting programming lessons and to structure a programming lesson.
- Format
- xx, 220 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Faculty of Engineering, the Built Environment and Information Technology
- Language
- English
- Rights
- Nelson Mandela University
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | U Wassermann214 308 898 MIT April 2018.pdf | 6 MB | Adobe Acrobat PDF | View Details Download |