Division on Visual Impairments

DVI Quarterly Volume 59(3)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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; Lorem Ipsum Dolor Spring 2016 20 Study Methodology At the time of the presentation, data from 13 high school student participants were available for analysis. Eleven of the participants were tactile graphics users and two were print graphics users. In this think aloud study, students were asked to talk out loud about what they were thinking and doing while working through five multiple choice test items that had graphics: a bar graph, Venn diagram, shape rotation, geometry area problem, and a map. The students were also video recorded so that movements through the materials (e.g. hand movements for tactile graphics users) could be analyzed. After each assessment item, students were asked to rate the difficulty of each task and were asked what they would do to redesign the item. Each student's TSVI filled out a demographic form on the student, which included rating the student on frequency of engagement with graphics, problem-solving abilities, and independence with graphics in the classroom. Preliminary Results of Study Time to complete the different graphics tasks. Table 1 shows the amount of time the participants took to complete each task. The two large print users are shown for comparison, but it should be noted that the sample is small, so results should be considered accordingly. In general, the tactile graphics users took more time on each task, but the range of total time varied from 18.2 to 62.2 minutes to complete all five items. A moderate correlation (Pearson correlation, -5.77, p<.05) was found between students who engaged with graphics more frequently and needing less time to complete the tasks. 47

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