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Author Farnsworth, Charles R., Jr
Title The cognitive load impacts of assistive technology devices used by sighted teachers in training during literary braille instruction
book jacket
Descript 186 p
Note Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2011
Advisers: Jeff Bauer; Jamis Perrett
Thesis (Ed.D.)--University of Northern Colorado, 2010
The purpose of this study was to explore differences in perceived cognitive load experienced by sighted teachers-in-training using manual or electronic braille assistive technology devices to learn literary braille. Ninety-four participants from 18 personnel preparation programs across the United States and Canada participated in this study. Data were collected between August 2008 and June 2009 using the NASA-Task Load Index, the National Literary Braille Competency Test, and semi-structured interviews
There were no statistically significant differences found between the technology groups in the quantitative measures of cognitive load or in literary braille proficiency according to the National Literary Braille Competency Test standard. However, interview data did indicate qualitative differences in perceived mental demand, frustration, and temporal demand between the technology groups. Statistically significant differences were found to exist within the sample with regard to previous braille experience and college term on three quantitative measures. MANOVA effect sizes (partial eta squared) ranged from 0 .01 to 0.15
School code: 0161
Host Item Dissertation Abstracts International 71-06A
Subject Education, Special
Education, Technology of
Education, Higher
Alt Author University of Northern Colorado. Graduate Interdisciplinary Degree Program
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