Yoon Joong-O, Kim Minjeong
Department of Education, Dankook University, Gyeonggi-Do, South Korea.
Am Ann Deaf. 2011 Summer;156(3):283-9. doi: 10.1353/aad.2011.0026.
The authors examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group or the experimental group. The independent variable was the presence of captions, and the dependent variables were content comprehension, cognitive load, and motivation. The study applied a posttest-only control group design. The results of the experiment indicated a significant difference (t = -2.16, p < .05) in content comprehension but no statistically significant difference in cognitive load and motivation between the two groups. These results led to suggestions for improvements in learning materials for deaf individuals.
作者研究了字幕对聋生在线学习中内容理解、认知负荷和学习动机的影响。该研究的参与者是62名阅读理解能力有限且以手语为第一语言的成年聋生。参与者被随机分配到对照组或实验组。自变量是字幕的有无，因变量是内容理解、认知负荷和学习动机。该研究采用了仅后测对照组设计。实验结果表明，两组在内容理解上存在显著差异（t = -2.16，p < .05），但在认知负荷和学习动机上没有统计学上的显著差异。这些结果为改进聋人学习材料提供了建议。
