Abstract
This study investigated the effects of manipulating design features of a computer-mediated text (CMT) system on the reading and writing performance of 45 hearing-impaired students. Five versions of a CMT system with an electronic dictionary (ED) were utilized. Versions included either an intrinsic motivation activity (vocabulary game), an extrinsic motivation activity (post-passage test), or no motivation activity. In addition, the kind of information obtained from the ED was varied. Some versions displayed a stand-alone definition; others displayed the definition with a sentence using the word in context. Results showed the extrinsic motivation activity related to better reading and writing performance by student users. An on-line record of student access to the ED was kept, and analysis indicated greater access was related to better post-treatment vocabulary knowledge. Implications of the findings are discussed with respect to the design of computer-based learning environments for hearing-impaired students.
Published Version
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