Accessible mathematics videos for non-disabled students in primary education

Alejandro Rodríguez Ascaso · Emilio Letón · Jaime Muñoz-Carenas · Cecile Finat

16 citations0/0 files storedPLoS ONE

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Digital Accessibility for Disabilities Visual and Cognitive Learning Processes Subtitles and Audiovisual Media

Abstract

Our work applies Universal Design criteria for producing and using Mathematics videos for primary education students, at a time when many countries are shifting towards inclusive education policies. We have focused on how the accessibility criteria used for students with visual impairments might affect non-disabled students. For this, we reviewed applicable Universal Design principles as well as best practices in multimedia learning. We took into account the roles, procedures, tools and standards involved in the multimedia lifecycle. We then undertook an experiment consisting of producing two videos about prime numbers with the same pedagogical contents; one video was accessible for students with visual impairments and the other one was not accessible to them. We conducted a trial in real world school settings with 228 non-disabled children, who were randomly assigned a version, either accessible or not accessible, and were then asked to take a test to measure objective aspects of their learning concerning retention and transfer as well as several subjective aspects, including the attractiveness of the videos. Results indicate that there were no significant differences in the scores obtained by students using either video, although the group who watched the accessible video obtained higher score medians in the retention questions. Moreover, students found the accessible video significantly more attractive (p = 0.042). Our study provides recommendations for different stakeholders and stages within the process of producing multimedia mathematics materials that are accessible to primary students with visual impairments, as well as evidence demonstrating that everybody can benefit from the recommendations for developing good quality, accessible multimedia material.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 16 citations exist upstream.

References

2002Multimedia Learning 2008Universal Design for Learning Guidelines, version 1.0.2003Teaching every student in the digital age: universal design for learning 1992The instructive animation: Helping students build connections between words and pictures in multimedia learning.2014Teaching Tip: The Flipped Classroom.2018Handbook of Distance Education 2012Exploring the use of video podcasts in education: A comprehensive review of the literature 1997Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training

Cited by

2023Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review 2023Universal Design for Learning across Formal School Structures in Europe—A Systematic Review 2023Accessible learning objects: a systematic literature review 2025Characterisation of accessibility guidelines for digital technologies 2021Assessment of Video Accessibility by Students of a MOOC on Digital Materials for All

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.