Computers have been used effectively to provide support for people with a variety of special needs. One such group is adults with dyslexia. Dyslexia is commonly recognised as a learning disorder characterised by reading, writing and spelling difficulties. It inhibits recognition and processing of graphic symbols, particularly those pertaining to language. Computers are a useful aid for dyslexic adults, especially word processors and their associated spelling tools. However, there are still areas where improvements are needed. Creating an environment, which minimises visual discomfort associated with proof reading and making selections from lists would be of benefit. Furthermore providing the correct type and level of support for spelling, grammar and sentence construction may result in higher standards being achieved. A survey of 250 dyslexic adults established their requirements and enabled the development of a specialist word processing system and associated spelling support tools. The hypothesis, that using a language with enforced structure and rigid constraints has a positive affect for dyslexic adults, was also tested. A support tool, which provided a controlled environment, to assist with sentence construction for dyslexic adults was developed from this. Three environments were created using the word processing system: environment 1 used the basic system with no support, environment 2 provided spelling support suggested by the survey subjects and environment 3 used the sentence constructing tool providing support and control. Using these environments in controlled experiments indicated that although environment 2 achieved high academic standards, environment 3 produced written work to an even higher standard and at the same time, the subjects derived greater satisfaction in using it. This research proves that working in a controlled, rigid environment, where structure is enforced, substantially benefits dyslexic adults performing computer-based writing tasks.

Computer-based instructional programs are being used more frequently in classrooms. While these programs offer many benefits from traditional teaching methods, humans still need to program them. There is inconsistency in the literature regarding the best way to design such programs. The purpose of this study was to evaluate the effects of three training procedures in teaching individuals to type a specified three-letter response in the presence of a corresponding symbol. Results show that the training format that prompted individuals to copy the correct response before the opportunity to respond was more efficient than viewing the correct response after an error, or copying the correct response after an error. A discussion of the results as well as implications for classroom use is also provided.

This project develops a collaborative telecommunications project called Habitats Online. Review of the literature indicates that collaborative telecomunication projects, like Habitats Online, engage students in rich learning experiences and establish a network of future citizens who have a greater understanding of our environment and global communications. This master's project specifically addresses these issues.

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To achieve a National Senior Certification, all South African candidates must select two official South African languages, one on Home Language (HL) level and another on First Additional Language (FAL) level. With the FAL often being a language in which the learner commonly lacks comprehension or assistance at home and therefore becomes subject to motivational barriers, additional support from the teacher is necessary. With additional barriers such as time constraints in completing the curriculum, teachers need to explore alternative paths to supply students with the necessary support. Previous research recognises the success of computer-based interventions in STEM subjects, but few studies have been done to establish the viability of similar interventions in FAL teaching. This research is focused on establishing whether these can be successfully implemented by Afrikaans FAL teachers to extend language learning and alleviate issues such as motivational barriers and time constraints, while improving vocabulary, comprehension and grammatical application. A computer-based intervention focused on learning complex Afrikaans language structures was offered to a group of Gr 7 Afrikaans FAL learners, after which the researcher engaged in interviews with participants. Additional comparative data was acquired through pre- and post-intervention surveys. A qualitative research approach was followed to better understand specific aspects affecting participants’ opinions of the viability of the intervention regarding the application of the technology, covering of the academic content and design of the intervention. / Dissertation (MEd)--University of Pretoria, 2019. / Science, Mathematics and Technology Education / MEd / Unrestricted

Thesis advisor: Michael Russell / The growth of computer-based testing over the last two decades has motivated the creation of innovative item formats. It is often argued that technology-enhanced items (TEIs) provide better measurement of test-takers’ knowledge, skills, and abilities by increasing the authenticity of tasks presented to test-takers (Sireci & Zenisky, 2006). Despite the popularity of TEIs in operational assessments, there remains little psychometric research on these innovative item formats. Claims regarding their potential to provide better measurement are seldomly explored. This dissertation adds to this limited body of research by developing theory and proposing a methodology to compare TEIs to traditional item formats. This study investigated how to judge the comparative measurement value (CMV) of two drag-and-drop technology-enhanced formats (classification and rank-ordering) relative to stem-equivalent multiple-choice items. Items were administered to a sample of adults and results were calibrated using a 2-parameter logistic IRT model. Moreover, the utility of the TEIs was evaluated according to the TEI Utility Framework (Russell, 2016). Four indicators were identified as the most valuable characteristics to judge CMV and then combined into a hierarchical decision protocol. When applied, this protocol provides a CMV judgment and a recommendation of the preferred item format. Applying the protocol to the items revealed that most TEIs examined in this study showed decreased CMV, indicating that in a real-life scenario the multiple-choice format would be favored for most of these item pairs. Recommendations for the use of the CMV protocol and directions of future related research are discussed. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

The option to bring-your-own-device (BYOD) to educational settings is becoming more prevalent as mobile technologies are more accessible than ever, yet little research has been done to examine the effect of those devices on language assessment. In this study, participants (n=175) were divided by stratified random sampling into four groups. Using a Latin square design to control for ordering, two forms of a multiple-choice reading and listening exam were administered over two days. On each day, participants took one test on a BYOD mobile device and one on a computer. A repeated measures ANOVA was used to determine the effect that device type had on score. During the administration of the test, the BYOD condition revealed a number of difficulties that would caution against full-scale adoption for high stakes testing, but the test scores on the computer and BYOD mobile version of the exam were not significantly different in either skill area.

Inom matematikämnet har e-bedömningar, aktiviteter där digitala tekniker används för att bedöma studenters kunskaper, inte utvecklats i samma takt som e-bedömningar inom andra områden. Detta beror sannolikt på det stora inslag av symboler och icke-standardiserade tecken som karakteriserar matematiskt språk och särskiljer det från traditionellt skriftspråk. Ett problem som har noterats i samband med e-bedömningar inom matematik är att inmatningen av matematiska uttryck i ett digitalt system i många fall varit långsam och svår att begripa. Den här rapporten syftar till att undersöka tre kategorier av inmatningsmetoder utifrån aspekterna snabbhet, korrekthet och upplevd lätthet för att på så sätt skapa en bild av vilken av teknikerna som lämpar sig bäst att implementera i en e-bedömningsapplikation riktat mot den svenska gymnasieskolan. För att uppnå syftet har jag granskat tre familjer av tekniker genom att låta gymnasieelever genomföra inmatningar av matematiska uttryck och analysera dessa inmatningar baserat på inmatningstid, korrekthet och upplevd lätthet.Resultaten visar på att det finns tydliga skillnader mellan de undersökta teknikerna med avseende på samtliga undersökta aspekter. Noterbart är att medelvärdet för genomförandetiden sett över samtliga tekniker och uttryck är 1 minut och 32 sekunder vilket satt i relation till den verksamhet teknikerna är tänkta att konkurrera med, att skriva matematiska uttryck med papper och penna, är högt. Andra noterbara resultat är att av undersökningens totalt 127 inmatade uttryck så var 49,6 % av dessa inte korrekt inmatade med den här rapportens syn på korrekthet. Trots att ingen av dagens tekniker är perfekt finns det bra inslag att bygga vidare på. Bland dessa kan nämnas ASCIIMathML´s, av eleverna upplevda, naturliga inmatning och dess förmåga att avgöra om ett uttryck tolkas matematiskt eller ej samt Math Input Panels förslag på alternativa uttryck, goda korrektionsmöjligheter och dess likhet med traditionell inmatning. Det finns också frågor av mer praktisk karaktär som rör exempelvis licenser och exportering av data man behöver adressera innan man beslutar sig för en specifik inmatningsteknik för en applikation. / E-assessment, activities in which digital techniques are used to assess students’ knowledge, in mathematics is an area that has not developed as fast as e-assessments in other areas. This is likely caused by the large elements of symbols and non-standard characters, which is characteristic of mathematical language and distinguishes it from ordinary written language. One problem that has arisen is that the input of mathematical expressions in a digital system in many cases has been slow and difficult to comprehend. This report aims to investigate three categories of input methods from three different aspects: speed, correctness and perceived ease in order to get an idea of which of the technologies are best suited to implement in an e-assessment application directed against the Swedish upper secondary school. To meet this objective three interrelated techniques where investigated by allowing upper secondary school students to use these techniques to input mathematical expressions and analyze these entries based on time, correctness and perceived ease.The results show that there are clear differences between the studied techniques for all examined aspects. Notably, the average time viewed over all techniques and expressions is 1 minute and 32 seconds which in relation to the activity these techniques are meant to compete with, writing mathematical expressions with pen and paper, is high. An additional notable finding is that in this survey a total of 127 expressions were processed and of those 49.6 % were not properly entered with this report's view of correctness. Although none of today's technologies are perfect, there are good elements to build on. These include ASCIIMathML's perceived ease and its ability to determine whether an expression is mathematically or not and Math Input Panels suggested alternative expressions, good correction ability and its similarity to traditional input. There are also questions of a more practical nature relating to things such as licenses and export of data which need to be addressed before deciding on a specific input technology for an application.