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Learning through video blogs: The case of students with intellectual disability

Published: 25 June 2019 Publication History

Abstract

Previous research have found evidences of both, low traditional literacy skills (e.g. reading) and low digital literacy skills (computers and Internet skills) in the population of young students with intellectual disabilities ID). The main goal of this study was to test if learning content in the Internet was enhanced or interfered by video blog presentation mode for this population. In particular, we explored the metacognitive deficit hypothesis by Ackerman & Goldsmith [1] which predicts that a) monitoring accuracy (difference between predicted and actual comprehension) will be lower in videos than in texts; b) restudy decisions will be more efficient in the text medium (i.e. higher restudy of less comprehended texts), and c) both processes will mediate the expected lower comprehension from videos. Our results showed that learning on digital mediums were highly related to metacognitive skills of participants with ID, with higher monitoring predicting higher comprehension but only when information format was more challenging (video blog with non-linguistic simplification).

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Cited By

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  • (2023)The Design and Prototyping of an App to Teach Adults with Intellectual and Developmental Disabilities to Empower Them Against AbuseACM Transactions on Accessible Computing10.1145/356958516:2(1-31)Online publication date: 13-Jul-2023
  • (2022)Video‐blogs and linguistic simplification for students with intellectual disabilityJournal of Applied Research in Intellectual Disabilities10.1111/jar.1301635:5(1217-1230)Online publication date: 20-Jun-2022
  • (2021)Designing an App to Help Individuals with Intellectual and Developmental Disabilities to Recognize AbuseProceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility10.1145/3441852.3471217(1-14)Online publication date: 17-Oct-2021

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  1. Learning through video blogs: The case of students with intellectual disability

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      cover image ACM Other conferences
      Interacción '19: Proceedings of the XX International Conference on Human Computer Interaction
      June 2019
      296 pages
      ISBN:9781450371766
      DOI:10.1145/3335595
      Publication rights licensed to ACM. ACM acknowledges that this contribution was authored or co-authored by an employee, contractor or affiliate of a national government. As such, the Government retains a nonexclusive, royalty-free right to publish or reproduce this article, or to allow others to do so, for Government purposes only.

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      New York, NY, United States

      Publication History

      Published: 25 June 2019

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      Author Tags

      1. Easy-to- read materials
      2. Intellectual disability
      3. Monitoring
      4. Video and textual blogs
      5. learning from Internet

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      Interacción '19 Paper Acceptance Rate 62 of 90 submissions, 69%;
      Overall Acceptance Rate 109 of 163 submissions, 67%

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      View all
      • (2023)The Design and Prototyping of an App to Teach Adults with Intellectual and Developmental Disabilities to Empower Them Against AbuseACM Transactions on Accessible Computing10.1145/356958516:2(1-31)Online publication date: 13-Jul-2023
      • (2022)Video‐blogs and linguistic simplification for students with intellectual disabilityJournal of Applied Research in Intellectual Disabilities10.1111/jar.1301635:5(1217-1230)Online publication date: 20-Jun-2022
      • (2021)Designing an App to Help Individuals with Intellectual and Developmental Disabilities to Recognize AbuseProceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility10.1145/3441852.3471217(1-14)Online publication date: 17-Oct-2021

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