Effects of visual and multimedia resources on the self-perception of learning in university students with hearing impairment
Keywords:
virtual resources, multimedia resources, university learning, hearing impairmentAbstract
Introduction: Inclusive education at the university level requires didactic strategies that address the functional diversity of the student body; evaluating the effects of new technologies in education from a methodological perspective can improve teaching–learning processes in terms of effective inclusion.
Objective: To analyze the effects of an intervention using visual and multimedia resources on the self-perception of learning of university students with hearing impairment.
Methods: A descriptive/explanatory correlational study (pretest/posttest) was conducted, employing new educational technologies with a sufficient sample of university students with hearing impairment (n=35). Seven dimensions related to self-perception of learning were measured.
Results: All dimensions show a statistically significant improvement after the intervention (p ≤ 0.05), highlighting the Visual comprehension (+0.83), the Intrinsic motivation (+0.70), and the General self-perception (+0.70), and with a lower level the dimension Visual resources (+0.28). Pretest–posttest intradimensional correlations were very high (all ≥ 0.884), indicating strong consistency between measurements.
Conclusions: The intervention with visual and multimedia resources had a significant and generalized positive effect on the self-perception of learning of university students with hearing impairment. The impact was especially noticeable on Visual comprehension, Intrinsic motivation, and General self-perception.
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