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Published:2016-10-23 Issue: Volume: Page:
ISSN:
Container-title:Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility
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Author:

Brandão Alessandra¹,Nicolau Hugo²,Tadas Shreya¹,Hanson Vicki L.³

Affiliation:

1. Rochester Institute of Technology, Rochester, USA

2. Rochester Institute of Technology & Universidada de Lisboa, Rochester, USA

3. Rochester Institute of Technology / University of Dundee, Rochester, USA

Funder

Research Councils UK

Fundação para a Ciência e a Tecnologia

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/2982142.2982177

Reference30 articles.

1. Ayres P. and Sweller J. 2005. The split-attention principle in multimedia learning. The Cambridge handbook of multimedia learning. Ayres P. and Sweller J. 2005. The split-attention principle in multimedia learning. The Cambridge handbook of multimedia learning.

2. Cavender A.C. et al. 2009. ClassInFocus: Enabling Improved Visual Attention Strategies for Deaf and Hard of Hearing Students. (2009) 67--74. 10.1145/1639642.1639656 Cavender A.C. et al. 2009. ClassInFocus: Enabling Improved Visual Attention Strategies for Deaf and Hard of Hearing Students. (2009) 67--74. 10.1145/1639642.1639656

3. Foster S. et al. 1999. Inclusive Instruction and Learning for Deaf Students in Postsecondary Education. (1999). Foster S. et al. 1999. Inclusive Instruction and Learning for Deaf Students in Postsecondary Education. (1999).

4. Does the modality principle for multimedia learning apply to science classrooms?

5. Knoors H. and Hermans D. Effective Instruction for Deaf and Hard-of-Hearing Students: Teaching Strategies School Settings and Student Characteristics. Knoors H. and Hermans D. Effective Instruction for Deaf and Hard-of-Hearing Students: Teaching Strategies School Settings and Student Characteristics.

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