ASL instructional design
In E-Learning Design Principles, taught by Professor Ken Koedinger, my team and I developed and implemented an online course for teaching American Sign Language (ASL). The course aimed to introduce learners to five basic greetings and phrases, the gesture components of a sign, and an overview of Deaf culture.
To evaluate our instructional methods, we conducted an A/B test using the temporal contiguity learning principle, which varied how visual and textual elements were presented. While we found no statistically significant differences between the two groups, this may have been due to our small sample size or a possible violation of the redundancy principle. For future iterations, we plan to expand the course to include signing practice with real-time feedback, enhancing interactivity and learning outcomes.
Background
Many students overlook ASL when considering learning a new language, yet it offers unique benefits. ASL has its own grammar and vocabulary, relying on the eyes, hands, face, and body for communication. With over 28 million Americans considered deaf, ASL bridges communication gaps and fosters understanding of Deaf culture, which encompasses rich histories and customs.
Unfortunately, many existing ASL online resources are either inaccurate or inaccessible, presenting challenges for novice learners. Our course addresses these gaps by providing a cost-effective, accurate, and beginner-friendly resource. By integrating feedback and practice, the course aims to make ASL more accessible, raising awareness about Deaf culture and empowering users with a new form of communication.
Research Process
Instructional Goals
Initially, our scope was too broad, aiming to teach recognition, signing, and fingerspelling. After conducting expert interviews, we narrowed our objectives to focus on recognition and introductory lessons on Deaf culture. This refinement ensured feasibility within our time frame while maintaining meaningful learning outcomes.
Learning Objectives
Deaf Culture and Customs
Identify 3–5 differences between signed English, ASL, and fingerspelling.
Recognize the cultural variations in sign language across regions.
Understand the distinction between big D (Deaf culture) and small d (hearing loss).
Evaluate 2–4 reasons for accommodations for Deaf individuals.
Basic Greetings
Identify the five parameters of a sign (handshape, movement, location, palm orientation, and non-manual markers).
Recognize non-manual markers, such as facial expressions, used in ASL.
Recall the meanings of five basic greetings in ASL when prompted.
A/B Testing
In our A/B testing, we evaluated four conditions: Form A (animations without captions), Form A with flipped assessments, Form B (animations with captions), and Form B with flipped assessments. Participants were randomly assigned to one of the conditions, resulting in a sample size of 20 for user testing.
Our analysis compared pre- and post-test scores across conditions. While learners in the captions condition performed slightly better on average, the results showed no statistically significant difference between the groups. The inconclusive findings highlight the limitations of our small sample size and suggest the need for further testing with a larger participant pool to better understand the impact of captions on learning outcomes.
temporal contiguity
Our innovative approach applied the temporal contiguity principle, which integrates translated English text with ASL sign animations. This method is grounded in Mayer’s (2001) Cognitive Theory of Multimedia Learning, which emphasizes the importance of combining verbal and visual elements to enhance learning. By presenting text and graphics simultaneously, learners can process and link information in their working memory, facilitating the construction of referential connections. These connections are then encoded into long-term memory, promoting deeper understanding and retention of the material. This principle underscores the effectiveness of multimedia design in creating impactful and accessible learning experiences.
Analysis
One possible explanation for the limited improvement observed with the temporal contiguity principle was the violation of the redundancy principle, which may have overloaded the visual channel and increased extraneous cognitive load. According to Cognitive Load Theory (CLT), this aligns with the split-attention effect, where the limited cognitive resources of the visual channel are divided between processing the animation and the printed text. As a result, learners may have struggled to select and organize the meaning of the signs into a coherent mental representation.
Future Directions
To address these challenges, future iterations of the course should:
Adjust the design to minimize cognitive overload, ensuring alignment with the redundancy principle.
Introduce mirrored animations and clear explanations about sign flipping to aid novice learners.
Develop assessments that challenge students and better reflect their understanding of ASL.
Refine the layout and presentation of visual materials to enhance clarity and engagement.
These adjustments aim to create a more effective and accessible learning experience, improving both the instructional design and its impact on learners’ outcomes.
Conclusion and Impact
Building on our findings, future efforts will focus on refining the learning experience and improving assessment accuracy for ASL instruction. A difficulty factors assessment will help create more challenging and meaningful evaluations, addressing the lack of noticeable pre-to-post test learning gains.
Key advancements will include teaching students how to sign through interactive elements that provide real-time, automatic feedback powered by deep learning techniques. These features will enable learners to practice signing skills, engage in practical conversations with peers or ASL experts, and gain immediate, actionable insights to refine their abilities. This approach will measure progress and engagement beyond traditional test scores, offering a more holistic evaluation of learning outcomes.
To deepen insights into learner interaction, we plan to integrate eye-tracking studies for analytics on time spent on formative assessments, helping us better understand engagement and content interaction. By incorporating these innovations, the next iterations of the course aim to set a new standard for ASL e-learning platforms, combining accessibility, interactivity, and impactful language education. This work aspires to leave a lasting legacy of bridging gaps in the Deaf learning community and promoting inclusivity in language learning.