• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Seeking visual clarity An examination of font legibility and visual presentation for elementary-level special education students.
【24h】

Seeking visual clarity An examination of font legibility and visual presentation for elementary-level special education students.

机译：寻求视觉清晰度检查初级特殊教育学生的字体清晰度和视觉表现。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study examined font and layout alternatives for mild special education children in third through sixth grade. Of this group, twelve were boys and two were girls, seven were suburban students and seven were urban students. During the first phase, the students were observed reading four different fonts, then the participant named the easiest font to read and the preferred font. During the second phase, an alternative math assignment format was designed by applying universal design guidelines. The student was then observed solving math problems on a traditional and an alternative format to see if format appeared to enhance the educational focus and performance of the special education student being observed.;The data was analyzed in three ways: student reading behavior, student performance, and student perception and preference. Reading behavior was measured by noting behavior such as enthusiasm, boredom, restlessness, frustration, and engagement. Overall the following results were found. Participants were more restless while reading Comic Sans and Times . Incorrect words were evenly distributed across all of the fonts, however the students skipped more words while reading serif fonts. Times had the most skipped words but, curiously, the fewest misread words. Participants paused before words more often with the san serif fonts yet skipped entire words less often. Participants had read two sentences together more often while reading sans serifs, most noted with Comic Sans.;Twelve out of 13 students chose a san serif as their favorite font from the group of four fonts. Of those 12, eight students chose Comic Sans as their favorite. Only four of fourteen participants said the easiest font was indeed the font where they missed the least number of words, sat the least restless, or appeared to be the most engaged. Of interest is whether the students' preference for san serifs is partially because many of their electronic devices such as game systems, iPods, computers, and cell phones feature san serif fonts. Perhaps students feel good about the font style featured on pleasurable devices and experiences.;The curriculum format study showed a minimal difference in performance (an average of 9.5/12 for the traditional layout and 10/12 for the alternative layout) but a clear difference in preference. Ten out of 12 students (the two pilot study students were not given both format options) stated that they preferred the alternative curriculum design. This format featured less problems on a page to decrease distraction and integrated workspace for each problem. Students who worked out problems on the worksheet had more problems correct than the students who did most of the work in their heads, regardless of the curriculum format design. This alternative format has promise if teachers encourage students to work out problems using the workspace provided.
机译：这项研究研究了三年级至六年级的轻度特殊教育儿童的字体和布局选择。在这一组中，男孩十二名，女孩两名，七名郊区学生，七名城市学生。在第一个阶段中，观察到学生阅读了四种不同的字体，然后参与者指定了最容易阅读的字体和首选字体。在第二阶段，通过应用通用设计指南设计了另一种数学分配格式。然后观察到该学生以传统的和另一种格式解决数学问题，看是否出现了这种格式以增强所观察的特殊教育学生的教育重点和表现。数据以三种方式进行分析：学生阅读行为，学生表现，以及学生的感知和偏好。阅读行为是通过记录诸如热情，无聊，躁动，沮丧和参与等行为来衡量的。总体上发现以下结果。参加者在阅读《 Comic Sans and Times》时更加不安。错误的单词均匀地分布在所有字体上，但是学生在阅读衬线字体时跳过了更多单词。时代词跳得最多，但奇怪的是，误读词最少。参与者使用san serif字体在单词之前停顿的次数更多，但跳过整个单词的次数减少了。参加者在阅读无衬线时更经常阅读两个句子，其中最有名的是Comic Sans 。；在13名学生中，有12名从四种字体中选择了无衬线作为他们最喜欢的字体。在这12名学生中，有8名学生选择了Comic Sans作为他们的最爱。 14个参与者中只有4个说最简单的字体的确是他们遗漏最少单词，坐着最少躁动不安或看起来参与度最高的字体。有趣的是，学生对San Serif的偏爱是否部分是因为他们的许多电子设备（例如游戏系统，iPod，计算机和手机）都具有San Serif字体。也许学生对愉快的设备和体验中显示的字体样式感觉良好。；课程格式研究显示，性能差异很小（传统版式平均为9.5 / 12，替代版式平均为10/12），但有明显的差异优先。 12名学生中有10名（两个先导学习学生都没有两种格式选择）表示他们更喜欢替代课程设计。这种格式可以减少页面上的问题，从而减少干扰，并为每个问题集成工作区。不管课程格式的设计如何，在工作表上解决问题的学生比在脑海中完成大部分工作的学生拥有更多的正确问题。如果教师鼓励学生使用提供的工作区解决问题，则这种替代格式很有希望。

著录项

  • 作者

    Haugen, Theresa Tetrick.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Design and Decorative Arts.;Education Elementary.;Education Special.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 221 p.
  • 总页数 221
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号