The Universal Design Paradigm: An Examination of Real-Time, C-Print, Meaning-for-Meaning Transcription and Individual Differences in Learning
Year: 2014
Type: article
Abstract: The intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today’s dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control participants did significantly better on exams when material was captioned compared to when it was not. They also tended to outperform high internal control participants on captioned material exams.
Author: Amanda Boone
Institution: University of Central Florida
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2263361463