Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities

Abstract

This study was designed as an extension of a formative pilot study to enhance the Blending Assessment with Instruction Program (BAIP) developed by the Center for Educational Testing and Evaluation (CETE) and the eLearning Design Lab (eDL). The animated tutorial prototype, which was studied as part of this project, was for young children. The study evaluated a prototype of online instructional tutorial in mathematics designed for students with disabilities. The tutorial prototype was instructional, interactive, and aligned with the state assessment standards and indicator at the fourth grade level. The goal of the study was to obtain formative data from subject matter experts (SMEs), special education teachers and multimedia/technology experts regarding the usability and accessibility of the tutorial design for students with disabilities. The tutorial was designed based on the principles of designing multimedia instruction given by Mayer (2005). A purposeful sampling process was used. Three groups of individuals were invited to participate in the study; they were subject matter experts in mathematics (SME), special education teachers, and multi-media/technology experts. Participants within each group were selected as based on their expertise and experience. Out of the 17 invitations, 10 individuals agreed to participate. They included - three SMEs, four special education teachers, and three multimedia/technology experts. Frequency results from the survey instruments and formative data gathered through online comments and suggestions provided valuable information regarding the design and accessibility of the tutorial prototype. These data, in turn, will be used to enhance the tutorial prototype to be tested in the second study researching the effectiveness of the revised prototype in teaching students with learning disabilities in authentic instructional settings.