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Related Experiment Video

Updated: Jul 5, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

Learning via direct and mediated instruction by deaf students.

Marc Marschark¹, Patricia Sapere, Carol Convertino

¹National Technical Institute for the Deaf, Rochester Institute of Technology, Center for Education Research Partnerships, Rochester, NY 14623, USA. marc.marschark@rit.edu

Journal of Deaf Studies and Deaf Education

|May 6, 2008

Summary

Deaf college students achieved similar learning gains to their hearing peers, regardless of whether instruction was direct or interpreted. This indicates effective classroom learning for deaf students in higher education.

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Area of Science:

Education
Linguistics
Psychology

Background:

Deaf college students often have less prior content knowledge than hearing peers.
Effective learning strategies for deaf students in higher education are crucial.

Purpose of the Study:

To compare the classroom learning of deaf and hearing college students.
To investigate the effectiveness of direct versus interpreted instruction for deaf students.
To examine the impact of prior knowledge and communication methods on learning outcomes.

Main Methods:

Four experiments were conducted with deaf and hearing college students.
Students received lectures with either direct signing or interpreter-mediated communication.
Post-lecture assessments measured content knowledge acquisition and learning gains.

Main Results:

Deaf students demonstrated comparable learning gains to hearing students, despite lower initial knowledge.
Both simultaneous communication and American Sign Language (ASL) were equally effective for learning.
Direct instruction and interpreter-mediated instruction yielded similar learning outcomes for deaf students.

Conclusions:

Classroom learning for deaf college students can be as effective as for hearing students.
Instructional delivery method (direct vs. interpreted) does not significantly impact learning outcomes for deaf students.
Future research should explore factors contributing to comparable learning gains despite knowledge disparities.