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.
Highlights
Multimedia material is being used more and more as a learning resource [1,2,3,4]
Accessible mathematics videos for non-disabled students in primary education educational paradigms include “the flipped classroom” [9] where “with teacher-created videos and interactive lessons, instruction that used to occur in class is accessed at home, in advance of class, that becomes the place to work through problems, advance concepts, and engage in collaborative learning”, and MOOCs [10], which are “based on multimedia collections”
In this paper we apply and discuss a subset of the Universal Design criteria in order to produce and use Mathematics multimedia for primary education students
Summary
Multimedia material is being used more and more as a learning resource [1,2,3,4]. The use of teacher-created videos may increase significantly in the near future. Accessible mathematics videos for non-disabled students in primary education educational paradigms include “the flipped classroom” [9] where “with teacher-created videos and interactive lessons, instruction that used to occur in class is accessed at home, in advance of class, that becomes the place to work through problems, advance concepts, and engage in collaborative learning”, and MOOCs (massive open online courses) [10], which are “based on multimedia collections”. The use of multimedia for teaching mathematics in primary education has been previously investigated in [11] and in [12]
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