The aim of this paper is to focus reader's attention on “mobile” use of iTunesU and USiena model, as future compensatory tools. Starting from multimedia learning theories, a mobile course model has been designed (USiena model) and the experimental method has been used 15to carry out a “pilot study” with 32 dyslexic students. The goal of experimentation was to investigate how iTunesU associated with USiena model influences learning. The experimental hypothesis was that the proposed design solution would favor the contents transmission compared to the "talking book" improving learning and proposing (iTunesU and USiena model) as a possible compensatory tool for the future. Two audio contents have been recorded, two video contents have been produced (with USiena model) and the learning level has been compared. The obtained results confirmed the experimental hypothesis.

Giardi, A. (2016). Engage students with dyslexia in video-based learning activities. SCIREA JOURNAL OF SAFETY SCIENCE AND TECHNOLOGY, 1(1), 15-35.

Engage students with dyslexia in video-based learning activities

Antonio, Giardi
2016-01-01

Abstract

The aim of this paper is to focus reader's attention on “mobile” use of iTunesU and USiena model, as future compensatory tools. Starting from multimedia learning theories, a mobile course model has been designed (USiena model) and the experimental method has been used 15to carry out a “pilot study” with 32 dyslexic students. The goal of experimentation was to investigate how iTunesU associated with USiena model influences learning. The experimental hypothesis was that the proposed design solution would favor the contents transmission compared to the "talking book" improving learning and proposing (iTunesU and USiena model) as a possible compensatory tool for the future. Two audio contents have been recorded, two video contents have been produced (with USiena model) and the learning level has been compared. The obtained results confirmed the experimental hypothesis.
Giardi, A. (2016). Engage students with dyslexia in video-based learning activities. SCIREA JOURNAL OF SAFETY SCIENCE AND TECHNOLOGY, 1(1), 15-35.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11365/1024415