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Cited by 31Visual and Cognitive Learning ProcessesEducational Technology in LearningInnovations in Educational Methods

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

Taylor, M., Duffy, S., Hughes, G.·2007·Education + Training
DOI 10.1108/00400910710729857
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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.

Integrity signals

Registry

Crossref · 10.1108/00400910710729857

Cites

30 of 30 references verified0 citation errors · 0 not checkable

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  • In a study testing animated and non-animated lecture slides, both dyslexic and non-dyslexic groups thought there was no difference between animated and static slides in assisting the understanding of concepts and their application in practice.

    “In a study testing the effectiveness of animated and non-animated lecture slides, both dyslexic and non-dyslexic groups thought there was no difference between animated and static slides in assisting the understanding of concepts and their application in practice (Taylor et al., 2007).”

    From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Taylor et al., 2007

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Related

Authors
Taylor, M., Duffy, S., & Hughes, G.
Affiliations
Liverpool John Moores University (GB)
ORCID
Taylor, M.
Venue
Education + Training
Publisher
Emerald
Published
2007-02-20
Volume
49
Issue
1
Pages
25-35
ISSN
0040-0912 (ISSN-L)
DOI
10.1108/00400910710729857
OpenAlex
W2088012431
Cited by
31
References
31
Citations by year
2026: 2 · 2024: 1 · 2022: 2 · 2021: 2 · 2020: 4 · 2019: 2 · 2018: 5 · 2017: 2 · 2016: 1 · 2015: 2 · 2014: 3 · 2012: 2
FWCI
1.29
Type
journal article
Language
en
Open access
closed
Licence
www.emerald.com/insight/site-policies (tdm)
Locations
Education + Training (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
  • Social Sciences › Education › Innovations in Educational Methods
Keywords
dyslexia, university teaching, learning support, computing students, student perceptions, accessibility

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