First Advisor
Bauer, Jeff
Second Advisor
Perrett, Jamis
Document Type
Dissertation
Date Created
5-1-2010
Department
College of Natural and Health Sciences
Abstract
The purpose of this study was to explore differences in perceived cognitive load experienced by sighted teachers-in-training using manual or electronic braille assistive technology devices to learn literary braille. Ninety-four participants from 18 personnel preparation programs across the United States and Canada participated in this study. Data were collected between August 2008 and June 2009 using the NASA-Task Load Index, the National Literary Braille Competency Test, and semi-structured interviews.
There were no statistically significant differences found between the technology groups in the quantitative measures of cognitive load or in literary braille proficiency according to the National Literary Braille Competency Test standard. However, interview data did indicate qualitative differences in perceived mental demand, frustration, and temporal demand between the technology groups. Statistically significant differences were found to exist within the sample with regard to previous braille experience and college term on three quantitative measures. MANOVA effect sizes (partial eta squared) ranged from 0 .01 to 0.15.
Abstract Format
html
Keywords
Technology Education; Higher Education; Special Education; Braille Technology; Cognitive Load; MANOVA; NASA TLX; NCLB; NLBCT
Extent
186 pages
Local Identifiers
Farnsworth_unco_0161N_10025
Rights Statement
Copyright is held by author.
Digital Origin
Born digital
Recommended Citation
Farnsworth, Charles Redden, "The cognitive load impacts of assistive technology devices used by sighted teachers in training during literary Braille instruction" (2010). Dissertations. 122.
https://digscholarship.unco.edu/dissertations/122
