通过使用计算机学习试验,提高有阅读障碍的听力学生的文字手语.
Sara Evans1, Christopher H Skinner1, Kimberly Wolbers1
1College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA.
Journal of applied behavior analysis
|May 14, 2024
概括
基于计算机的干预显著改善了美国手语 (ASL) 读书障碍的大学生对字符的准确性. 这种基于技术的方法在ASL收购方面表现出有效和持久的收益.
科学领域:
- 教育技术的教育技术
- 语言学的语言学.
- 特殊教育 特殊教育
背景情况:
- 阅读障碍的个体在获得新的语言技能方面经常面临挑战.
- 学习美国手语 (ASL) 的传统方法可能对所有学习者来说都不是最有效的.
- 基于技术的干预提供了个性化和可访问的学习体验的潜力.
研究的目的:
- 为了评估基于计算机的干预的有效性,使用同时提示来提高准确的文字签名.
- 评估这项干预措施对诊断为阅读障碍的听力大学生的影响.
主要方法:
- 采用多个基线跨词集设计,对四名有阅读障碍的听力大学生进行了研究.
- 干预涉及重复视频建模的标志 (同时提示) 与打印文字配对.
- 参与者观察印刷文字和视频标志模型,然后试图在规定的时间间隔内制作标志.
主要成果:
- 在基线阶段,在所有词组中没有观察到任何参与者准确的单词签名.
- 在干预后,所有四名参与者都在准确的字符串中显示出显著的增长.
- 随着时间的推移,准确的手语表达的收益得到了维持,这表明了持久的学习效应.
结论:
- 基于计算机的同时提示是一种有效的干预措施,可以提高ASL字符串在阅读障碍学生的准确性.
- 技术驱动的干预措施可以增强手语技能的获取.
- 进一步的研究应该探索因果机制并优化干预参数,以便更广泛地应用.
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