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ERIC Number: EJ1138455
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2331-186X
Needs Analysis for Graphic Design Learning Module Based on Technology & Learning Styles of Deaf Students
Ibrahim, Zainuddin; Alias, Norlidah; Nordin, Abu Bakar
Cogent Education, v3 n1 Article 1178364 2016
The field of Information Communication Technology has offered a promising future for deaf students. Web design, animation, and multimedia application design are a branch of graphic design area, which aim to aid their learning visually. However, most of the technical terms cannot be interpreted in Malaysian sign language. Moreover, the development of the existing curriculum is not geared in catering needs of deaf students and not tailored to their learning styles. With the development of technology, learning for deaf students could be improved. However, previous studies only focused on language development and there is meager research on curriculum development and teaching in the field of graphic design. Therefore, this study was designed to obtain the views of students on the learning needs of graphic design module based on technology and learning styles of deaf students. Questionnaires were distributed to 58 students in special education schools and vocational colleges in Malaysia who majored in graphic design. Descriptive analysis of the data indicated that there is a need for a learning module and the reasons include difficulties in learning animation, different learning styles, communication of sign language in learning, and the efficacy of technology in aiding teaching deaf students.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia
Grant or Contract Numbers: N/A