Dataset Information

Accessible mathematics videos for non-disabled students in primary education.

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.

SUBMITTER: Rodriguez-Ascaso A

PROVIDER: S-EPMC6261620 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Accessible mathematics videos for non-disabled students in primary education.

Rodriguez-Ascaso Alejandro A Letón Emilio E Muñoz-Carenas Jaime J Finat Cecile C

PloS one 20181128 11

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 standard ...[more]

PMID: 30485351

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Project description:BackgroundIntestinal parasitic infections are still common in low-income countries including Ethiopia, particularly in children due to low-quality drinking water, poor personal and environmental sanitation. Disabled individuals are excluded from most academic, economic, social and cultural opportunities, they are among the poorest and most marginalized of the whole world's people. The aim of this study was to assess the prevalence of intestinal parasitic infections and associated factors among mentally disabled and non-disabled students at primary schools in Bahir Dar city, Amhara regional state, Ethiopia, 2018.MethodsA school-based Comparative cross-sectional study design was conducted from November 1-30, 2018. A total of 418 study participants, 104 mentally disabled and 314 non-disabled students were recruited through a simple random sampling technique. The collected data were coded, entered and cleaned with EpiData version 3.1 and analyzed using SPSS version 23. Multivariable logistic regression was conducted to identify factors associated with intestinal parasitic infections. The adjusted odds ratio with a 95% Confidence interval at a 5% level of significance was used to measure the strength of association.ResultsThe mean age of study participants was 14.05 ± 3.66 and 11.96 ± 2.94 for mentally disabled students and non-disabled students. Prevalence of parasitic infection was 56.70% (n = 59) for mentally disabled students whereas 41.10%(n = 129) for non-disabled students. Unclean fingernails [AOR = 2.42; 1.40,4.17], health checkups [AOR = 1.87;1.16,3.02], hand washing with water only [AOR = 2.48; 1.49,4.12], cooking and sanitation source of water [AOR = 4.40;2.32,8.36], Grade [ (1-4)] [AOR = 2.27;1.41,3.67], sex [AOR = 1.64;1.03,2.63] and Family size> = 7 [AOR = 2.74;1.25,5.99] were variables which showed statistically significant association with intestinal parasitic infections.ConclusionThe prevalence of intestinal parasitic infection was higher among mentally disabled students than non-disabled students. Unclean fingernails, health checkups, hand washing habits, source of water, family size, sex and Grade of students have had a statistically significant association with intestinal parasitic infections. Periodic medicinal treatment was needed twice a year for mentally disabled and once a year for non-disabled students.

Project description:BACKGROUND AND OBJECTIVE: The guidelines of the German College of General Practitioners and Family Physicians (DEGAM) on frequent and important reasons for encounter in Primary Care play a central role in the teaching of Family Medicine. They were edited by the authors into an app for mobile phones, making them available at all times to General Practitioners and medical students. This study examines the issue: how useful do students consider this application within their learning process in Family Medicine? METHOD: The short versions of the 15 DEGAM guidelines were processed as a web app (for all smartphone software systems) including offline utilisation, and offered to students in the Family Medicine course, during clinical attachments in General Practice, on elective compulsory courses or for their final year rotation in General Practice. The evaluation was made with a structured survey using the feedback function of the Moodle learning management system [http://www.elearning-allgemeinmedizin.de] with Likert scales and free-text comments. RESULTS: Feedback for evaluation came from 14 (25%) of the student testers from the Family Medicine course (9), the clinical attachment in General Practice (1), the final year rotation in General Practice (1) and elective compulsory courses (4). Students rated the app as an additional benefit to the printed/pdf-form. They use it frequently and successfully during waiting periods and before, during, or after lectures. In addition to general interest and a desire to become acquainted with the guidelines and to learn, the app is consulted with regard to general (theoretical) questions, rather than in connection with contact with patients. Interest in and knowledge of the guidelines is stimulated by the app, and on the whole the application can be said to be well suited to the needs of this user group. DISCUSSION: The students evaluated the guidelines app positively: as a modern way of familiarising them with the guidelines and expanding their knowledge, particularly through its use in waiting periods and the attractive medium smartphone. However, the latter prevents a mandatory curricular use in compulsory courses, since not all students use smartphones. It is a meaningful addition to existing teaching materials and supports evidence-based teaching in Family Medicine and is suitable for use not only in university course teaching but also during clinical training.

Dataset Information

Accessible mathematics videos for non-disabled students in primary education.

Publications

Accessible mathematics videos for non-disabled students in primary education.

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