Online Learning Challenges and Strategies: Visual Fatigue and Split Visual Attention.
Online learning environments are challenging for deaf and hard of hearing (DHH) individuals. A major concern is split attention, which occurs when one simultaneously attends to multiple stimuli, a situation that characterizes most multimedia presentations and instruction that combines sound, text, i...
| Publicado en: | American Annals of the Deaf Vol. 168; no. 3; pp. 71 - 93 |
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| Autores principales: | , |
| Formato: | review tables/charts Journal Article |
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American Annals of the Deaf
Summer2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=175068147&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175068147 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Summer2023 vid: 168 iid: 3 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 175068147 175068147 175068147 10.1353/aad.2023.a917251 175068147 ppf: 71 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Online Learning Challenges and Strategies: Visual Fatigue and Split Visual Attention. aug: au: Luft, Pamela Brochu, Charlotte sug: subj: Deafness Education Hearing Disorders Education Fatigue Online Education Evaluation Strategic Planning Augmented Reality Attention Multimedia Education Sound Graphics Videorecording User-Computer Interface Visual Perception Audiorecording Health Inequities Communication Students, College Outcomes of Education Learning Environment Learning Methods ab: Online learning environments are challenging for deaf and hard of hearing (DHH) individuals. A major concern is split attention, which occurs when one simultaneously attends to multiple stimuli, a situation that characterizes most multimedia presentations and instruction that combines sound, text, images, graphs or charts, and video. Needing to take notes adds another stimulus. DHH learners face this issue when auditory content is accommodated visually, in combination with visually presented content. No one can view multiple visual signals simultaneously. Learners must choose to view one signal and miss others; view signals sequentially, which requires additional time and hinders class participation; or switch between visual signals, losing elements of each. This process increases auditory and visual fatigue and cognitive load, ultimately compromising learning. Several ways are suggested to achieve more equitable access to instructional content for learners challenged by the problem of split attention. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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