Multimedia storybook is useful and has many advantages for hearing impaired students. This paper presents information based on reliable literature reviews about the multimedia storybook design framework for hearing impaired students. The purpose of this research is to explore the application of a multimedia storybook approach in promotion the moral and ethics development for hearing impaired students. In addition, the paper aims to inform educators as to the importance of understanding the three aspects of this study: multimedia design, hearing impaired learning design, and interface design. This current study shows how these three aspects can be combined to furnish a multimedia storybook prototype for hearing impaired students and multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study. The results of the design framework included features such as a non-essential use of text, pictures, reliance on non-symbolic objects, user control, animation, video, visual, of concepts, creative thinking, and signals to relevant content. In addition, teachers of hearing impaired students may adopt some of the principles in this framework of principles to inform their classroom teaching. They may actively look for ways to reduce cognitive overload which may include relying more on non-symbolic representations of the story. At the same time, they may provide for more control by learners of the pace of learning and offer opportunities for learners to revisit content. In the next phase, the researcher will create the multimedia storybook for hearing impaired students.
Piyaporn Techaraungrong, Chandrakasem Rajabhat University, Thailand
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
This paper is part of the ACE2017 Conference Proceedings (View)
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