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The use of animation in higher education teaching to support students with dyslexia

M. Taylor (School of Computing and Mathematical Sciences, Liverpool John Moores University, Liverpool, UK)
S. Duffy (School of Computing and Mathematical Sciences, Liverpool John Moores University, Liverpool, UK)
G. Hughes (School of Computing and Mathematical Sciences, Liverpool John Moores University, Liverpool, UK)

Education + Training

ISSN: 0040-0912

Article publication date: 20 February 2007

3467

Abstract

Purpose

The purpose of the research reported in this paper was to examine the potential usefulness of animated learning materials for supporting students with dyslexia in a UK higher education setting.

Design/methodology/approach

An experiment was conducted with a set of 13 undergraduate computing students with dyslexia and a control group of 13 non‐dyslexic undergraduate computing students.

Findings

Overall it appeared that appropriate animated learning materials were perceived as being more useful than equivalent static learning materials by both the students with dyslexia and the control group of non‐dyslexic students. However, the control group appeared to find them more useful than the students with dyslexia.

Research limitations/implications

Although the experiment reported in this paper was small in scale it did appear to indicate that animated learning materials may potentially be useful for undergraduate students with (and without) dyslexia.

Originality/value

There appears to have been little research done in the area of animated learning materials in a higher education setting and in particular with regard to students with dyslexia.

Keywords

Citation

Taylor, M., Duffy, S. and Hughes, G. (2007), "The use of animation in higher education teaching to support students with dyslexia", Education + Training, Vol. 49 No. 1, pp. 25-35. https://doi.org/10.1108/00400910710729857

Publisher

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Emerald Group Publishing Limited

Copyright © 2007, Emerald Group Publishing Limited

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