Technology-Assisted Sign Language Learning for Elementary Schoolchildren - A Cross-Country Study

Abstract

Technology-assisted learning has become integral to the educational sector due to its versatility. Despite the availability of numerous technologies, there remains a significant gap in sign language learning tools utilized for foreign or second language learning for hearing children. Additionally, preferred learning style, pivotal for technology-assisted learning, often goes unnoticed. This research aims to explore the feasibility of delivering sign language education to elementary schoolchildren through technological platforms. To this end, a web-based sign language learning platform was planned, developed, and tested with 28 schoolchildren between the ages of 6 and 7 from Finland and India. Subsequently, the Perceptual Learning Style Questionnaire (PLSPQ) was utilized to assess participants’ preferred learning styles. The analysis from the user studies of two distinctive cultural contexts was useful in identifying the effects of cultural factors on the perceptions of sign language and learning preferences. The results indicate high level of engagement and superior learning outcomes among participants from the studies, with a notable preference for collaborative and teacher-instructed activities in technology-assisted learning environments. Thus, effectiveness of facilitating technology-assisted sign language education for young learners could be established.