An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students
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| Title: | An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students |
|---|---|
| Language: | English |
| Authors: | Mather, Susan M., Clark, M. Diane |
| Source: | Odyssey: New Directions in Deaf Education. 2012 13:20-24. |
| Availability: | Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 5 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Partial Hearing, Deafness, Attention, Learning Strategies, Visual Learning, Short Term Memory, Multimedia Instruction, Cognitive Processes, Difficulty Level, Academic Achievement, Teaching Methods, Lipreading, Sign Language, Classroom Techniques |
| ISSN: | 1544-6751 |
| Abstract: | One of the ongoing challenges teachers of students who are deaf or hard of hearing face is managing the visual split attention implicit in multimedia learning. When a teacher presents various types of visual information at the same time, visual learners have no choice but to divide their attention among those materials and the teacher and interpreter who present the material. These situations may not allow students to separate visual input meaningfully and to effectively learn the material. This splitting of attention can adversely affect their classroom performance. Teachers must understand that for many learners who are deaf or hard of hearing, visual learning is a stand-alone input model, and traditional classrooms have historically focused on learners who can take in information both visually and auditorily. The authors point out that the auditory-based classroom--the traditional class model--unfairly increases the cognitive load for deaf and hard of hearing students by requiring them to constantly engage in splitting their visual attention. This split attention overloads working memory. Recognizing this and incorporating some visually based learning strategies could go a long way towards eliminating traditionally low levels of academic achievement for deaf and hard of hearing students. (Contains 2 figures.) |
| Abstractor: | ERIC |
| Number of References: | 12 |
| Entry Date: | 2012 |
| Accession Number: | EJ976477 |
| Database: | ERIC |
| Abstract: | One of the ongoing challenges teachers of students who are deaf or hard of hearing face is managing the visual split attention implicit in multimedia learning. When a teacher presents various types of visual information at the same time, visual learners have no choice but to divide their attention among those materials and the teacher and interpreter who present the material. These situations may not allow students to separate visual input meaningfully and to effectively learn the material. This splitting of attention can adversely affect their classroom performance. Teachers must understand that for many learners who are deaf or hard of hearing, visual learning is a stand-alone input model, and traditional classrooms have historically focused on learners who can take in information both visually and auditorily. The authors point out that the auditory-based classroom--the traditional class model--unfairly increases the cognitive load for deaf and hard of hearing students by requiring them to constantly engage in splitting their visual attention. This split attention overloads working memory. Recognizing this and incorporating some visually based learning strategies could go a long way towards eliminating traditionally low levels of academic achievement for deaf and hard of hearing students. (Contains 2 figures.) |
|---|---|
| ISSN: | 1544-6751 |
