АЙТРЕКИНГ ИССЛЕДОВАНИЯ ИСПОЛЬЗОВАНИЯ РАЗНЫХ ФОРМ ИНСТРУКЦИИ В ОБУЧЕНИИ ДЕТЕЙ С НАРУШЕНИЕМ СЛУХА

Abstract

Background. It is analyzed how the method of eye movement registration can be used to study the learning processes of children with hearing impairment. On the basis of oculomotor activity data, diffi culties are identifi ed that impede the learning of children with hearing impairment, which contributes to the discovery of eff ective ways of learning. A separate research issue is the search for the eff ective use of diff erent forms of instruction. Objective. Eye-tracking study of learning diffi culties with diff erent forms of instruction (as diff erent forms of multimodal means of establishing joint attention). Sample. Th e study sample consisted of 15 preschool children with hearing impairment (sensoneural hearing loss, class H90 according to ICD-11), eight girls, seven boys, mean age 5.4±0.8. Methods. A task was used in the form of a correction test to fi ll in the fi gures (according to the Pieron-Ruser method). To understand diff erent forms of instruction in 4 series of the experiment, the combination of the speech form and the use of action in explaining the rule for fi lling in the fi gures varied. Th e main method is the method of eye movement registration using the PLabs portable tracker-the eye tracker. Results. Th e most important criterion for the eff ectiveness of diff erent forms of instruction is the time from the beginning of the presentation of the instruction to the fi rst fi xation on the target object and the duration of attention delay in non-target areas. With multimodal instruction, longer fi xations are observed in relevant areas and short fi xations in irrelevant areas, fi xations are more oft en and faster in relevant areas. With the transition to independent analysis, tasks at the beginning of fi xation in relevant and irrelevant areas become reduced in time and quantity, and then begin to take on an increasingly long character. Conclusion. A diff erent form of instruction allows you to restructure the perception of a child with a hearing impairment, focusing attention on the elements that are relevant to the task. Th e most eff ective is the simultaneous use of multimodal means of explaining instructions to attract and regulate attention.