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E-learning is a burden for the deaf and hard of hearing
14 references·0 citing·39 second hop
E-learning is a burden for the deaf and hard of hearing (2022)E-learning is a burden for the deaf and h…Using online information technology for deaf students during COVID-19: A closer look from experience (2021)Using online information tech…Deaf and hearing signers’ multimodal and translingual practices: Editorial (2017)Deaf and hearing signers’ mul…Multitasking Trends And Impact On Education: A Literature Review (2016)Multitasking Trends And Impac…Language choice in bimodal bilingual development (2014)Language choice in bimodal bi…The Psychology of Fatigue (2013)The Psychology of FatigueEffects of mental fatigue on the capacity limits of visual attention (2012)Effects of mental fatigue on …Disabilities and e-Learning Problems and Solutions: An Exploratory Study (2009)Disabilities and e-Learning P…Visual Attention in Deaf Children and Adults (2008)Visual Attention in Deaf Chil…Effects of mental fatigue on attention: An ERP study (2005)Effects of mental fatigue on …Cognitive Theory of Multimedia Learning (2005)Cognitive Theory of Multimedi…The role of video technology in on-line lectures for the deaf (2004)The role of video technology …Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004)Cognitive Load Theory: Instru…Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Nine Ways to Reduce Cognitive…A critical review of visual analogue scales in the measurement of clinical phenomena (1990)A critical review of visual a…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Theory and Instructional Design: Recent Developments (2003)The process of problem‐based learning: what works and why (2011)Implications of Cognitive Load Theory for Multimedia Learning (2014)Implications for educational practice of the science of learning and development (2019)Sometimes I’ll start a sentence in Spanish Y TERMINO EN ESPAÑOL: toward a typology of code-switching1 (1980)Distributed morphology and the pieces of inflection (1993)The Minimalist Program (2014)Becoming Bilingual in Early Childhood (2018)Bimodal Bilingual Heritage Signers: A Balancing Act of Languages and Modalities (2018)The Nature of Exposure and Input in Early Bilingualism (2018)Mental Representations: A Dual Coding Approach (1986)Generative Processes of Comprehension (1989)Multimedia Learning (2002)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Theory of Multimedia Learning (2014)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Using thematic analysis in psychology (2006)Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups (2007)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)When Static Media Promote Active Learning: Annotated Illustrations Versus Narrated Animations in Multimedia Instruction. (2005)Revisiting the Conceptualization, Measurement, and Generation of Interest (2011)Emotional design in multimedia learning: Effects of shape and color on affect and learning (2013)Preoperative Anxiety in Children (1996)A one-item question with a Likert or Visual Analog Scale adequately measured current anxiety (2006)The Visual Analogue Scale for Rating, Ranking and Paired-Comparison (VAS-RRP): A new technique for psychological measurement (2018)Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions (2014)Ensuring Digital Accessibility Through Process and Policy (2015)Opening Doors or Slamming Them Shut? Online Learning Practices and Students with Disabilities (2015)Imaging brain fatigue from sustained mental workload: An ASL perfusion study of the time-on-task effect (2009)Frontal theta activity reflects distinct aspects of mental fatigue (2013)Online social media fatigue and psychological wellbeing—A study of compulsive use, fear of missing out, fatigue, anxiety and depression (2018)Enhancing Education for Deaf Children: Research into Practice and Back Again (2010)Memory Skills of Deaf Learners: Implications and Applications (2011)Don’t Assume Deaf Students are Visual Learners (2016)A Meta-Analysis on Antecedents and Outcomes of Detachment from Work (2017)Fear of missing out: prevalence, dynamics, and consequences of experiencing FOMO (2018)Resilience during uncertainty? Greater social connectedness during COVID‐19 lockdown is associated with reduced distress and fatigue (2020)
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References

  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,199 cited
  • 1990A critical review of visual analogue scales in the measurement of clinical phenomena2,577 cited
  • 2005Cognitive Theory of Multimedia Learning1,598 cited
  • 2005Effects of mental fatigue on attention: An ERP study1,088 cited
  • 2004Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture1,052 cited
  • 2013The Psychology of Fatigue350 cited
  • 2009Disabilities and e-Learning Problems and Solutions: An Exploratory Study175 cited
  • 2014Language choice in bimodal bilingual development92 cited
  • 2021Using online information technology for deaf students during COVID-19: A closer look from experience83 cited
  • 2008Visual Attention in Deaf Children and Adults69 cited
  • 2012Effects of mental fatigue on the capacity limits of visual attention63 cited
  • 2017Deaf and hearing signers’ multimodal and translingual practices: Editorial38 cited
  • 2004The role of video technology in on-line lectures for the deaf36 cited
  • 2016Multitasking Trends And Impact On Education: A Literature Review12 cited

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