
NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
Recipient: |
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Initial Amendment Date: | June 12, 2003 |
Latest Amendment Date: | August 8, 2005 |
Award Number: | 0307602 |
Award Instrument: | Continuing Grant |
Program Manager: |
Gregg Solomon
gesolomo@nsf.gov (703)292-8333 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
Start Date: | September 1, 2003 |
End Date: | August 31, 2007 (Estimated) |
Total Intended Award Amount: | $883,883.00 |
Total Awarded Amount to Date: | $899,723.00 |
Funds Obligated to Date: |
FY 2004 = $300,602.00 FY 2005 = $316,672.00 |
History of Investigator: |
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Recipient Sponsored Research Office: |
1 LOMB MEMORIAL DR ROCHESTER NY US 14623-5603 (585)475-7987 |
Sponsor Congressional District: |
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Primary Place of Performance: |
1 LOMB MEMORIAL DR ROCHESTER NY US 14623-5603 |
Primary Place of
Performance Congressional District: |
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Unique Entity Identifier (UEI): |
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Parent UEI: |
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NSF Program(s): | RESEARCH ON LEARNING & EDUCATI |
Primary Program Source: |
04000405DB NSF Education & Human Resource app-0405 |
Program Reference Code(s): |
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Program Element Code(s): |
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Award Agency Code: | 4900 |
Fund Agency Code: | 4900 |
Assistance Listing Number(s): | 47.076 |
ABSTRACT
The researchers propose to study the impact that new display technologies in classroom have on hearing-impaired students. They will conduct a series of experiments using videotape and eye-tracking technology that will investigate the extent to which visual technologies may place additional cognitive burdens on such students in STEM classrooms. They draw on the literatures on divided attention, interference, and the effects that utilizing competing modalities has for integrating information. The investigators will be able to track individual students' attention and document, for example, precisely what information they receive when gazing at the interpreter, when they look away to view the visual display, and what information they receive from it. The researchers can compare these informational transcripts against those received by other students (hearing and hearing-impaired) as well as against the complete record of communication. They will be able to compare the efficacy with which different students deal with these competing input-streams. They hope to identify strategies by which learners and educators can enhance learning through the coordination of visual technologies and interpreting.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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